Daily Living Skill For The Blind

DOCUMENT RESUME
/
ED 098 776 EC 070 544
AUTHOR Lieberman, Gail, Ed.

TITLE Daily Living Skills: A Manual for Educating Visually
Impaired Students.
INSTITUTION Illinois State Office of the Superintendent of Public
Instruction, Springfield. Instructional Materials
Center.
SPONS AGENCY Bureau of Education for the Handicapped (DHEN/OE),
Washington, D.C.
PUB DATE [74]
GRANT OEG-,3-6-062679-156(607)
NOTE 251p.
EDRS PRICE MF-$0.75 HC- $12.60 "PLUS POSTAGE

DESCRIPTORS Bibliographies; Blind; *Daily Living Skills;
Evaluation;lExceptional.Child Education;
Instructional Materials; *interpersonal Competence;
Mobility Aids; Partially Sighted; *Recreation; *Self
Care Skills; Sensory Aids; Teaching Guides; Teaching
Methods; *Visually Handicapped
ABSTtACT
The manual contains rationales, general approaches,
and'sPecific procedures for educators and parents .to use in teaching
daily living skills to visually impaired students. Detailed
suggestions are given with regard to learning objectives for blind or
partially sighted children, age levels, and instructional adaptations
for developing competency in the following areas: recreational skills
(including such team and individelal sports activities as basketball,
bowling, golf, hiking, and swimming); practical skills (such as use
,of household items and outdoor tools, care of pets, room
organization, food preparation, and knowledge of budget concepts);
Self-care skills (such as clothing care, dressing, hygiene, eating
and sewing); and social skills (involving written, oral, and silent
communication, etiquette, and games) . For example, suggestions given
regarding modifications in teaching sports include using audible or
brightly colored balls, using a sighted guide, and giving immediate
feedback. Direcions on clothing care focus on such specific topics
as hanging clothes, polishing shoes, turning garments right side out,
and folding a shirt. Books, materials, and sensory aids are listed,
together with ordering information; and several sample evaluation
forms (including social competency rating scales and an individual
student profile for daily living skills) are provided. (LH)
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DAILY LIVING SKILLS
(A Manual For Educating

Visually Impaired Students)
STATE OF ILLINOIS
OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
MICRA.EL J. BAKALIS, SUPERINTENDENT I
0*
15
DAILY LIVING SKILLS

(A Manual For Educating
Visually Impaired Students)
1:
Supported In part by the Instructional Materials Center,

Department for Exceptional Children, trough the Bureau
of Education for the Handicapped, U. S. Office of Education,
Grant # OEG-3-6-062679-156 (607)
,
stsT CgPY 111.:4!Lfin..
DAILY LIVING SKILLS MANUAL

el
Gail Lieberman, Editor

Program Specialist
Handicapped Children Section
Office of the Superintendent of
Public Instruction
James Meeks
Educational SpeCialist
Instructional Materials Center
Public.Instruction
L
Tom Phillips
Recreation Skills Chairman
'297 Millard Street
Crystal lake, Illinois ,
'James Nezol
Department of Special Education
Illinois State University
Normal, Illinois
Karen Linsey
Collins School
407 South Summit
Schaumberg, Illinois
Connie Schiltz
Practical Skills Chairman
5442 West Agatite
Chicago, Minas
Becky Matheny
University of Michigan
1554 Stockwell Hall
Ann Arbor, Michigan 48104
Alma Obert
Illinois Braille and Sight Saving School
658 East State Street
Jacksonville, Illinois
Richard Webster
658 East State Street:
Jacksonville, Illinois
4,
.
BEST COPY AVAILABLE
0 . _
Mario Cortesi . A
2810 Narth Spaulding
Chicago; Illinois 60618
Marion Lindseyn e . .
609 East Groveland

Chicago, Illinois 60616 °..?
Carolyn Schumacher
4
Self-Care Skills Chairman
Illinois Visualk Handicapped Institute
1151 South Wood
Chicago, Iilinois 60612
Florence loan
Illinois Visually Handicapped Institute
1151 'South Wood
Chicago, Illinois 60612 .
Janet Osberg
Mid-Certral Association
3202 North Wisconsin
Peoria, Illinois
Michael Jacobi
JacksuAville, Illinois
Richard Grove
14 Coal Drive
Belleville, Illinois 62211
Leslie Cooper
Social Skilla Chairman
7315 Dixon Street
Forest Park, Illinois
Patricia Buhroj
5201 St. Charles Road
Berkeley, Illinois
Marjorie Todd
Student Teacher
Illinois State University
Tuiscola, Illinois
0
as
Ili PRODUCTION
A, common phrase in the English language is "close is only good in

who has never played Om game,
horseshoes," To a visually limited person
in all
this phrase is probably meaningless. Not only in horseshoes, but
concepts and
other recreational activities, the only way to develop proper
a "feel" for the activities is to get involved in.themAs participant.
To a blind spectator at a sporting.event, what do the terms halfback,

wide receiver, guterball, sidehorse, uneven parallel bars, shortstop,
'butterfly stroke, etc.,mean to him? Think how often our daily conversation
day's
focuses on sporting events. People constantly discuss the previous
major league game, or boast of their own exploits as an angler, wrestler,
teenager react to a first,
swimmer, etu. How does a visually limited
date invitation tole bowling if he or she has never played the game?
For visually limited children participation in recreational

activities during the si.hool years should be made as mandatory ms
the bod7 is equally
academic. subjects. The proper development of
As parents and educators,
as important as the development of the mind.
engage in'
if we deny visually limited children the opportunity to
recreational activities, we not only contribute to their possible
retardation.
physical immaLlrity. but also their very possible social
be
As with all children, visually limited children should not
thobe in which they
forced into activities of which they are fearful, or
have no interest. Also, anyone involved in teaching recreational
of the
activities to a visually limited child should be throughly aware
child's physical condition. Contact sports for some children shOuld
other medical
be eliminated ic remaining vision is threatened, or if
used
conditions preiAlt participation. However, this should not be
Simply walking
as an excuse for completely avoiding the activity.
through the motions of players in contact sports can provide insight
into the game.
the manual
Thib section is not all inclusive, but it is hoped that
will encourage yoi to engage your students in activities that have long
been neglected In the eduoation of visually impaired' youngsters.
INDEX FOR RECLTION
t
i
TEAM SPORTS
Baseball
Basketbil:
Bowling
Cress Country
Football
Gymnastic
Hockey
Soccer
Track and Field
Volleyball
Water Polo
Wrestling
INDIVIDUAL SPORTS
Archery and Target'Shooting

Bicycles
Calisthenics
Canoeing rnd Rowing
Catching Fish
Diving
Golf
Hiking
Horseshoes
Rid:nig and Handling a Horse
Roller Skating, Ice Skating
Shufflerboard
Stedding
Snorkeling
Snow Skiing, Water Skiing.
Swimming
Tobogganing
Weight Lifting
BEST Coq AVAILABLE
TRAM SPORTS
The visually limited 01/.1d will learn the fundamentals of the gattavf .
bseball and participate in a baseball game as an active player..
Ares 5 and up .
Baseball in the primary grades f,r a visually.ltmited child can be adapted with
the use of a batting stand. The hall is placed on the batting stand. The
child MO it and runs the bases 1) on his own, 2) with a sighted runner,
3) with the. use of a guide wire, or 4) by'any other method that is comfortaole
for him. One device that may prove useful :ex a blind child is a Portable 0
Model Goal-Locater. This Locater emits a beeping sound, and it could be
used to give the child's direction toward, the base._.
is
One gaw in learning the fue4amenta4 of baseball at the primary level
using a kickball and running baties.
Baseball in the upper grades can incorporate the use of a Beep-Ball (with
the batting stand as needed), a ball that orients the student to the position
of the ball.' The ball is a softball in name and size, but, it is quite
hard and woulditequire a good deal of practice with it' before a visually
limited -child 46cAd usetf in a competitive game.
For partially seeing children brightly colored balls, oitagthalle

colored with Day-Glo paint may prove easier.to track than, a white ball.
Also large lubber balls with's bell inside may be used.
With a little adaptation of the game the visually limited child can
participate actively in baseball, and relinquish his often too frequent
and inactive position as "scorekeeper".
Some areas hae "Blind Little Leagues". Contact your local Little League
organization to check into the availability in your area.
Materials: Beep-Ball Telephone Pioneers of America

Batting stand through a physical education catalog
Portable Goal-rwocatev from American Printing House
Books: Browneon, George., NlAsgalaligmAlsmed.Empons-Play Baseball.

Canadian Council of the Blind, 96 Ridout -Street South
London, 16, Ontario, Canada. April, 1972
Details of equipment and rules in baseball as adapted for the

blind by Joe Lewis, director of recreation at the British Columbia-
a
Yukon Division of the Canadian National Institute for the BI.:nd
Koppett, Leonard. A Thinkingjisn's Ggide to Bas0111. Library of

Congress, Division for the Blind and Physically Handicamd.
Talking Book, 8 records #180I
%paseball
, $
library. of Congress, Divisibn for the Blind

Coombs; Jack. BjunAf_11,A.)11. .
As A
and Physically Handicapped
..
5 reels open reel tapp #cr 5249 ,
.
4,,
Braille copy !)581 .
t.
DeacOption of the more technical aspects of basAallf, Included is

much solid.information. on batting, base running, and techniques of
4%
paying each pbsitiou. One, chapter is devoted to scoring, and rules

and mulationsariteeeribed through an imaginary game.
*
*."
t.
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A
TEAM SPORTS ,
. .
..44 .
1'
The student will 1;arn the fundaM6ntals of baAcetgall,a14 demonstrate his

...
'
knowledge and skill_throdgli-active participation_ia biaktball gama.

.,...- -......
,,,... 4
.
,o.f . .
etC5 and bp ,
.
,// .--
, ,
>--,,., Learning 'the fundamentals of basketball' maybe easier than playing the
. / .
game for a.visually limited child sinceAls is a fast moving game requ'iring
8.high degree off visual acuity to p10. However, in a modified 'situation,
a visually impaired child may provek'to be a very competitive team member,
.espectally An games such as "one'on one," "21",,or free throw competition.
.
.
1.
.
.
.'i% visually limited child ;an use a brightly colored basketball, a .'
, commercially made attdikle.basketball, a large rubber ball with a bell
ipside,,or a ,VegularA6eaketbalt:N When using' a regular basketball,.it.:
may help tiie.:Student- if a cieviee,such as a bell, is placed directly
,4
.
behind the' 'netting of the basket to.indicate'when baskets have been b
. made. ,-...-- .
In the primary grades, modification of the game may take the farm of
..placing a trash barrel in the center of the floor, dividing the studenis
up intm teams, and letting them play a game by shooting from a 4 ft. radius
from the ipasket". The radius can be marked off with a rubber.garden
hose, and a portable model goal locater can be placed inside the "basket"
to orient the children to it. Incidintally, anything that gives oft a
steady pUlse of signals will do just as well. You can even construct
one easily if you are ,handy.
Materials: blikallall Basketball

' Price: 450.00
Sensory Aids Corp.

' 175 Terminal Drive
Plainview, New York ,11801
Audible Ball' 4(Voit)

Order No.: CS100
Price: S7.95
Americas Foundation for the Blind

15 W. 16th Street
New York, N.Y. 10011
Staley :,ports Field Kit

Order Wo.: 1-057
Price: $17.00 '
.American Printing for the Blind .
1839 Frankfort Avenue

P.O. Box 6085
Louisville, Ky.' 40206
Basketball f
.
I
/
/ Mitchell, Elmer Dayton
.2..............jja.m_.....ALMSortsforRecieatioadHtoPIThe
Order No.: .T81995
Pride: Free loan
Library vE Congress
Div. or the Blind and Physically
Handicapped
W4ahigton, D.C. '20542
oat
4.
4.
TEAM SPORTS
The student will learn the fundamentals of bowling and demonstrate his
skill and knowledge as an active participant in a bowling game.
Age: Intermediate grades and up,(or ability to manuveur bowling ball)
The first step in learning the game of bowling @head be an orientation

to the bowling alley. The student should be %flowed to examine all
the apparatus while the parent or teacher explains the function or
significance of each item. The student can be taken to the end of an
alley to be shown where the strike pocket is, what different types of
spares look like, how\to pick up spares, length ard width of the alley,
etc. An explanation orthe rules may best be incorporated with the
actual playing of.the game.
The techniques of bowling Should not prove too difficult provided the
child has an experienced instructor. Some visually limited bowlers
prefer to use'a bowling rail as a guide in their awooch, and others
do not. The student should be familiar with the bowling rail, and he
can than judge what is best for himself.
0 When bowling, the student should receive instant feedback as to how

he has bowled.
the
Storekeeping should be taught to the student, and he should have
opportunity to be scorekeeper.
Materials: Mitchell, Elmer Dayton

Recreation
Order No. TB 1995
Price: Free loan
Library of Congress
Division for the Blind & Physically
Handicapped
Washington, D.C. 20542
Mahler Standard
Rail #9
Aluminum portable bowling rail, 9' long, 36" high,
7/8" dia. rail. Formed metal bases into which four
bowling balls are placed for ballast. Pacts slide
together quickly. No attachments to alley or return
reeks. Meets ABBA standards. Complete with carrying
bag.
Order No.: G581

Price: $21.95
American Foundation for the Blind
15 West 16th Street
(Delux model: $30.50 slides together with spring

buttoi locks)
II,
r,
4
Bowling
If there. is interest in beginning a league, you may want to write to the

President of the American Blind Bowling Alsociation, Inc. in care of
American Blind Bowling Asso.

506 Orchard Drive
',Whitehall, Pa. 18052
f
'3
TEAM SPORTS
The student will learn the fundamentals of sm,s country, and participate
in the same.
Ages S and up
Cross country races, and other endurance races, can be run by a visually
limited child using a sighteS guide. By keeping contact with each other
either at the area of the elbow or by using the common object (i.e., a
cane held between them) the runners can run at a steady pace. This
requires, however, that one of the runners adjust his pace to match the
other's pace. The sighted runner can give information about upcoming
obstacles verbally to his runner.
TEAM SPORTS 4
a
BEST COPY AVAILABLE
The visually limited child will learn the fundamentals of the game of
/maw and participate in a football game as an active player,
Ages 5 and up
An understanding Of the fundamentals of 'football and its basic rules is

necessary for active team competition; however, all visually limited children
can participate in a football game if certain modifications are made.
A child with an interest in football should'be allowed to play at every

position on a football team to get the feel for the game. Certain positions,
such as center; tackle,, guard, or punter, may prove less difficult than a
position as an end or a puntreturner.
Football in the elementary grades may take the form of tag or tackle football.
Rules-and regulations do not have to be adhered to strictly and many types
or modifications can be made so that both the sighted and visually limited
can play and enjoy the game together. Commercially made materials available
for visually limited children' interested in the game are the AudA-Ball,
a football that emits a beeping sound; the Staley Sports Field Kit, a
braille and large print kit of the playing field or-court of the six most
popular team games (baseball, basketball, bowling, football, tennis, and
volleyball) including a large supply of variously shaped email magnets
in different colors for representing players, referees, balls, spectators,
etc.
Materials: Staley Sports Field Kit

American Printing House for the Blind
P.O. Box 6085
Louisville, Ky, 40206
Price: 007,nn
Order No.: 1-0357
Aud-A-Ball American Style Football

Sensory Aids Corp.
.175 Terminal Drive rr
Plainview, N.Y. 11803
Price: $35.00
TEAM SPURTS BEST COPY
The student will learn the fundamentals of specific hampallis_Ace.v

and will demonstrate his knowledge in those activities through acti
participation.
Ages 5 and up
A visually limited child from the primary grades on up can make valuable
use of gymnastic equipment and perform at various levels n still rings,
floor exercises, vaulting, parallel bars, uneven paralle l/
'°
bars, balance
besM, side horse, trampoline, and o4hers. The student qlould have the
opportunity to fully explore such equipment and use it./ Little modification
is necessary, but the use of spotters in certain activities would be
'\ wise for safety sake. /
Materials: Gymnastic equipment
4,
F
BEST COPY AVAILABLE
TEAM SPORTS
The student will learn the fundamentals of aqs111ce and demonstrate

his know;edge and skill as an,active participant in a hockey game
Ages 5 and up
Both ice hockey and field hockey are activities that visually timiced
children can participate in. Using audible goal locators that orient the
child to the goal, and a "puck" such as a beep-ball, a ball with a bell
inside, or a brightly colored ball, the child can become a competent
player and gain enjoyment from the game.
In playing the game in the primary grades, children can line up on opposite
sides of a room or gym and take turns kicking the ball across the room.
he other team would try to block the ball before it strikes the wt.11. Each
player could have a certain territory to cover.
In the ilitermediate and upper grades the game can move 'to a field or
ice rink.
Variations on this theme could be to have each hockey player use brooms
with a metal can.as the "puck" in a confined area, such as a hallway; etc.
Materials: Portable, Model Audible Goal-Locater

Order No 1-0304
Price: $45.00
Stationary Model Audibl e_gell-Locater

Order No.: 1-0303
Price: $22.50
P.O. Box 6085
Louisville, Ky. 40206
Bees -Ball
Telephone Pioneers of America
Mitchel, Elmer Dayton

fiallabajecumktkon and How kg_EIWTTIMIN
Order No.: TB 1995
Price: Free Loan
Library of Congress
Division for the Blind and Physically
Handicapped
. TEAN SPORTS
The student will learn the fundamentels of soccer and will demonstrate
his knowledge and-skill as an active participant in a soccer game.
Ages 1 and uo
On a regulation soccer field or an indoor court, first orient the student

to the playing area and explain the game. Explanation as to how to play
the game may bestbe accomplished by first showing the student the various
kicking, passing, scoring techniques, etc., and then having the student
do them.
\,
Children in the primary grades can begin playing soccer on an indoor court
or small outside field with each child hiving a turn at moving the ball
down field and kicking it into a goal. This could take the form of a relay
race.
Many visually impaired children will probably be able to play the game
with a regular soccer ball. For those who cannot, an Aud-loBall Soccerball
or an Audible Ball can be used.
Orienting children. to the soccer field in the classroom can be accomplished

by using a Staley Sports Field Kit, or teacher made diagrams of the playing
field.
Materials: Aud-A-Ball Soccerball

Smooth grain cowhide leather in 12 piece pattern with
double cable cord lining. Two metal lined sound vents,
laced opening, 9-volt Duracell battery (included).
Weight 1 lb. 5h oz.
Price: $50.00
Sensory Aids Corp.
175 Terminal Drive
Plainview, New York 11803
Audible Ball (Voit)

Vinyl covered bright yellow w'th stippled finish for
positive grip. large bell with loud, clear ring. Re-
placeable- all-rubber valves.
(Note: Bounce is not true because of bell).

-
Order No. 05100
Price: $7.95
'15 W. 16th Street
rEAm SPORTS
The student will learn tt-r. Pundamontals of varioup activities xn

track,and and demonstra ;c his knowledge through actile
participati ©n in certain evsn,..s.
ages 5 and up
Track and field, as in gymnastics, is made up of individual performances

that reflect team perfomance. In events such as the discus, the hammer
thew, shotpui., javelin, the dashes and relays, little modification is
necessary. Dashes and relays cat be run with the us q of a guide wire,
or you can have children run in pairs by keeping cOnt4t at the elbows,
or by holding an object between them such as a can or 'kick.
Throwing events reed only Instruction in technique and some device to

orient the child co the throwing area (an audible locater, someone
calling, etc.)
Marerials: Mitchell, Elmer Dayton

$porttlia.apereation and to Plsv Them
Order No.: TB-1995
Library of Congress
filndica?ped
Portable Audible Model

Goal Locater
Order No.: 1-0304
Price: $45.50 4
IAilgaimE20-01 '4111014
Goal Locator
Order No.: 1-0303
Price: $22.50
1merican Printing House for the Blind
P.O. Box 6085
Louisville, Ky. 40206
TEAM SPORTS
The etudcnt will Imam the fundamentals of ralevbea. and demonstrate

Uis knowledge and skill through active participation in a volleyball game.
Ages. 5 And up
All children un participate in volleyball in one form or another. Using

an audible ball with tither an electronic device or a bell, inoida, or a
brightly color!d ball, children can learn to play the vacieJ 2os.Ltions
involviid in the gems after basic instructions.
In the primary grades a dame can be made tossing a ball back and forth
*croon a line, or lowered net, end catching it before it touches the
ground.' As skill increasoa, the game adheres more to the rules and
regualtions.
Materials: AltdMle Ball (Volt)

Order No, GS 100
Lice: $7.95
Amurican Foundation for the Blind
15 West 16th Streit
New York, N.Y. -10011
t
4
TEAM SPORTS
"",e studentlell learn the fundamentals of waterakano demonstrate

nis knowledge and skill through active participation in a water polo game.
Cage 5 lind up
dater polo 1can be an extremely enjoyable sport for a visually limited child,
and one that requires little adaptetiou for a- child with limited vision.
Uning a lirige, rubber and airtight ball 4ith a bell inside, children can
plow water polo ei4her standing in the shallow end of the pool, or in deep
Prior to beginning ouch an activity, there should be an orientation to the

pool and sufficient clasiroom and 000lside explanatift of the sport. Teacher,-
made, raised line, and large print drawings of the playing area may prove
helpful in pre-game explanations.
-Matctiats: Audible Pall (Volt)

Order No. G.. S. 1C0
Price: $7.95
American Foundation for the., Blind
15 IC 16th Street
0
TEAM SPORT
The student will learn the fundamentals of writ...1111u and will demonstrate
his knowledge and skill as an active participant in a wrestling match.
Ages 5 and up
little
Wrestling is a sport for visually impaired children that will require
or no modification for active"perticipation. However, some physical education
teachers prefer to start a match involving a visually impaired wrestler from
the kneeling position rather than the standing position so as not to give
an adantage to the opponent.
Wrestling can begin at any grade level. The only change.. from grade to grade
would be the degree of.sophistication.in'tdchnlques and the amount of time
levoted to the sport.,
Techniques and rules can be gathered :rom a number of sources on the subject,
but first-hand instruction from a coech or fellow
stadent will probably be
more meaningful.
Many schools for the blind participate in wrestling competitions. A serious

student of wrestling may wish to totrrate these meets for technique, etc.
Materials; Kenney and Law

Wrestling
Order No.: MT. 5228
(Open reel tape)
BB 585
Braille
A detailed description of holds and throw3, blocks, and
countermoves, and the common mistakes in applying them.
Price: Free Loa',
"Library of Congress
Handicapped
INDIVIDUAL, SPORTS-
The student will learn the fundamentals of archery and Carat shootins, and
engage in the sports as an active participant.
P
Ages 5 and up
Archery is A sport that visually limited children can participate in

and enjoy. For severely limited children a sighted companion can be
used to call out hits on the target and to give direction in 'shooting
at the target. Familiarizing the studentvith the bow, arrows, target
pistol or Who, proper grip and release, target, and distance to the
target would precede actual involVement in the activity.
Alehough a severely limited child cannot receive visual feedback from

such events, the child should be familiar with them so that ha is aware
of such .eventa.
1
INDIV/DUAD SPORTS Li
i
t . 1 .
.
The student Will WOU'abi safely and 'with WM... .. .4'
..., ....
AWL; 5 and up . .
Tandem cycling is most appropriate 'for children with severely limitedepight.

While the back positiofi is usually chosen by blind children and aduttie, the a /
front position, with'gpidance from the, rear, is also possible. Por bike
hiking andlther long'disoance cycling, the use of a tandem is usually
mandatory.'' Many visually impaired chilerGn, 'including those many blind, V
prefer use oe regular bicycle,.howeVer. In a protected environment or
accompanied by a sighted cyclist, this io appropriate. In the latter instance,
the sighted companion pedals his bike beside the blind cyclist and issues
directions for minuvering as needed.' Sometimes a eirap or other device is
ueed°tO keep the two cyclists in contact. This does not seem to odd - f
significantly to safety and may actually detract. Use of such an (kid is a

matter of individual preference,-
1
For'beginning riders, practice on a bicycle With trainlhg wheels or a .
stationary bicycle may be of assistance. I

9
Materials: Bicycle or Tandem'Cycle
.t2
Io
L
.BEST COPY AVAILABLE
INDIVIDUAL SPORTS
The student will learn the fundamentals of,magazaka and participate

in'a caliathenics program.
Ages 5 and up
Caligthenies or exercises at the primary lavq1 are mainly gross motor

activities, By doings these activities the visually limited child learns
'awareness of body, movenent in spade andietoning of muscles. The only modi-
fication needed is that the parent or teacher moves the child's body A
,
through the exercise until the child can duplicate the exercise on his
own, at the same time describing the activity verbally: iivtermediatt,
junior high and high school physical fitness. activities are geartd towards
muscle control, Muscle toning' and strengthening. Modifications, include
moving and talking the child through the activity until he can duplicate
the exercise.
,The child may went to make a chart, in braille or large' print to schedule
the exercise and the number of timevhe will do each one. This may be
the studenes only; opportunity for exercise. He should,be.encouraged.to
.develop a regular program ofphysical fitness.
Materials: Calisthenics 'equipment

(chinning bar. etc.)
Braille or large print charts.
Books: Aids to Psuholinguistic reach n.

Wilma Jo Bush and Marian Giles
Charles Merrill Publishing Co.
Columbus 1969 pp., 247-275
A Practical Avroach to Measurement in Ph sical Educatioq

. Harold Barrow and Rosemary McGee
Lea and Febiger, Philadelphia 1964
Movement Exercis'es. for Children

Evelyn Schurr
L AppleConCenturyCrofts, New YOrk 1967 (pp. 178 -220)
.26
INDIVIDUAL SPORTS s'
. The studeneYWill learn the lundamentals of canoeinj and roWini and

will demonitrate his knowledge by paddling a canoe or rowboat.
Ages 5 and.up
Canoeing and. rowing are enjoYable activities for visually limited children.
There ire a few modifications needed. The child should be i good, confident"
swimmer. He should know the safety rules arid carry with him all required
equipment including a life jacket. A sighted guide should travel with him
in the canoe or rowboat giving directions aed adding visual pictUres fortis
.
enjoyment. The guide and'ehild should practicepaddling on dry land and

smooth shallow water, and tipping over in smooth shallow crate; before
attempting a river or lake. When the boat tips.over, the child should
fv0,
%. -stay with.the boat and listen for verbal clues from the guide. When
planningling trips, a map. of-the river or lake should be made to let the
. :chiaknow the direction and route he is to take. The map can be made of°
string glued on cardboard Or other materials. 1.
/
.;/
Materials:. Canoe/Rowboat
,
'Paddles/Oars.
Regulation 'equipment
Mop, making materials (glue, string,
C
. . aardboard)
1.440
W.
INDWIDUAL SPORTS
The student will learn to fish using equipment geared to his needs and
the type of catch he desires and will demonstrate his skill by catching
11.101
e
Ages 5 and up
This is another activity that requires little modification. From the river
bark angler with an improvised pole to the skilled fisherman, the kinesthetic
sense is of major importance; and the visually impaired person is at no dis-
advantage. Aside from obvious consideration such as knowing the size of
any possible interferences in the casting area, even solitary pursuit is
possible. Boat fishing would require a companion as a Safety measure; this
would, of course, be as true for the sighted fisherman6
Matenlials: Closed face spin cast reel (for few line problems and no backlashlng)
Tubular fiberglass rod (for light weight and strength)
Menofilament line (10 lb. test best for most fishing)
Nook
Bait
Bobber (for still fishing only)
Wale (for cleaning)
Scaler
tb
I
INDIVIDUAL SPORTS
The student will learn the futidamentals of divinp and participate in

diving events.
Ages 5 and.up
Diving instruction can begin at any age providing the child has some
swimming skills. Adaptations for visually limited children are not necessary
for the beginning, dives. such as the standing front and racing dives.
However, the child may not be able to see demonstrations of the dives.
Therefore, the instructor must verbally let the child know how to perform the
dive. When the dive is completed by the student, the. instructor should
critique the dive so the child has immediate feedback.
Advanced, fancy diving which requires an approach and bouncing is suggested

for those adept children with visual and/or physical skills to perform.
Due to the narrowness of the board and the danger involved, advanced diving
is not generally recommended for children with very low vision.
Materials: Instruction in diving is offered in swimming

and diving classes at the YMCA's and YWCA's
and at community pools.
Books: A Practical Approach to Measurement in Physical Education

Harold Barrow and Rosemary McGee
Lea and Fehiger, Philadelphia 1964 pp. 313-319
The First Book of Swimming

Don Schiffer
Franklin Watts, Inc., New York 1960 pp. 42-49
Periodicals
Bennett, LaVerne: A Test of Diving for Use in Beginning Classes.
Research Quarterly, 13, 109-115 March 1942
A\
BEST COPY AVAILABLE
iNDIVIOUAL SPORTS
The student will learn the fundamentals of the game of gall; and participate
in the sport as an active player.
Age 8 and up
Prior to beginning the game the student should be acquainted with golf balls,
tees, the various clubs, terminology, and the course itself. A walk around
the course prior to beginning will make the student more familiar with
the game. Let the student walk the fairways, explore the sandtraps, the
rough, thaflagstick, etc.
The beginning student should have an accomplished golf partner who will
be able to show him the proper stance, what club to select, etc. Ihe
sighted partner would also have to keep track of where the golf shots are
hit.
Scorekeeping should not prove too difficult, and can be done with slate
and stylus on the course. A possible carryover from an actual golf game
could be playing miniature golf. The valuable aspect of this game is the
social interaction it provides.
I
- k 1
INDIVIDUAL SPORTS . 0
The student will be amili rized with outdoor activity o wan, and will
participate in the
4C?
Age '5 and up
the student
Hiking is an exce0ent form of.exercise and also one t at gets
hike with parents
out into his environment. Visually impaired children can
or-friends in.any. number of ways.' One method that may be used is the sighted
guide technique. / The 'student holds the guide's arm lust above the elbow
while walking tOhe side, apprehtimately 1/2 step behind. This allows the
guide to have.b0h hands free to clear obstacles in the path. On narrow
trails where it:is impossible to walk side by side, the guide moves his
guiding arm behind his back to indicate to the child that he is to move
behind him. A; blind child and a sighted guide who have worked together
previously ca* feel very comfortable walking with each other, and can
cover a great, deal of territory on a ikirg expedition.
On hiking trips, do not pass up the opportunity to let the student explore
hikes in the
the variouitrees, rock formations, etc. that are found on
other states, there are trails
country. un many areas of Illinois, and in
specifically designed for the visually handicapped that provide braille
markings and explanations of certain areas and objects along the trail.
0
,z
r.
INDIVIDUAL SPORTS
The student -will learn the fundamentals of the game of horsetam and
participate in the activity.
Ages/8 and up
Tlie students should be first acquainted with horseshoes, the stakes,

the horseshoe pit and scoring. The student should be shown what is
meant by a "ringer", how distances are measured with the horseshoe
for determining points, the pioper grip, and how to throw the
horseshoe.
For safety purposes rubber horseshoes can be used at first with two of
more players throwing from the same end of the pit. After everyone
has Witched their horseshoes, the competitors can then walk to the other
end of.the pit, tally the score, and continue playing.
INDIVIDUAL SPORTS
The student will learn the fundamentals of laar.eluguiti and ice skatinsk
.
and participate in the activities.
Age 5 and up
These activities need no adaptation other than orienting the student to the
rink. After the student has learned to balance himself on skates, he may
prefer to skate' with a partner. Experienced skaters familiar with the rink
may desire to skate alone.
Skating, as with many other recreational activities, can be a very enjoyable

social activity for visually impaired children.
INDIVIDUAL SPORTS
The student will learn the fundamentals of roller Ekthgi and ice skating
and participate in the activities.
9
Age 5 and up
-------These-aetivities need no adaptation other than orienting the student to the

rink. After the student has learned to balance himself on skates, he may
prefer to skate with a partner. Experienced skaters familiar with the rink
may desire to skate alone.
Skating, as with many other recreational activities, can be a very enjoyable

social activity for visually impaired children.
BEST COPY MAME..
-INDIVIDUAL SPORTS
The child Well learn the fundamentals of sleddioaniag and

will demonstrate his knowledge by sledding and tobaggining down a hill.
Ages 5 and up
Sledding ip a sport that can-he enjoyed by visually limited children of

all ages. Only a few adaptations are necessary. The child will become sure
of himself if ,he is prepared ahead of time. This can be done by the
parent or teacher making a tactual model (clay, styrofoam or paper macho)
of the hill the child will be sledding down. Obstacles such as trees,.
fences, etc. that would be in the main sledding pathway should be constructed.
The child studies the model and then walks the actual hill until he has
familiarized himself with the obstacles. Safety rules and steering
method should be discussed with the child. When the child is confident,
he can go down the hill by one of the following methods:
1. The visually limited child rides oh the sled while the

sighted guide steers the sled.
2. The cbild and sighted guide ride-on the sled, the child
steering. the guide giving directions.'
3. If the hill is free from many obstacles and is cleared
of people, the child can go down on the sled without
any aid from the guide.
:Either the sitting er prone method may he preferred by an individual

child. A football helmet may be recommended for safety.
As with sledding, a few adaptations are necessary. To add to the child's,

enjoyment, knowledge and confidence, he should be prepared ahead of time
by the parent or teacher. This is done by making a model (clay, styrofoam
or paper mache) of the hill the child will be tobogganing on and include
all obstacles - trees, bushes. etc. After the child studies the model,
he should familiarize himself with the actual hill. Discuss the safety
rules. The child is then ready to toboggan down the hill. He will be
able to tell from the motion of the others which way to lean.
Materials: Toboggan
Sled
Construction Materials (clay, paper mache, styrofoam)
BEST COPY AVAILABLE
INDIVIDUAL SPORTS
The child will learn the fundamentals of nmaglIgg.ApALIAIWILAIllma and

will demonstrate his knowledge by participating in a snorkeling or scuba
diving outing.
a
Snorkeling - Ages,5 and up
Scuba Diving - Ages 16 and up
Snorkeling is a sport that can be enjoyed by children having some vision.

The purpose of snorkeling is visual exploration under water. A child of
any age can learn to snorkel once he knows hoq to swim. The equipment
used and skills to be learned are the same for the visually limited child
as for any other child. 'Snorkeling should be taught in a pool. When the
child has learned the skillso-hele-then ready to snorkel in lakes, rivers,
ponds or oceans. Swimming and snorkeling safety rules should always be
. followed, especially the rule stating.that one should never swim alone.
Scuba diving is not suggested by diving instructors for students under

the age of sixteen. It is believed that older students are psychologically
better able to handle their reactions to an unnatural environment. Fol-
lowing classes in scuba diving, students may dive in bodies of water and
other pools if accompanied by a sighted friend. This again will depend
on the amount of vision and/or physical abilities they have.
.
INDIVIDUAL SPORTS
The student will learn the fundamentals of swimming and demonstrate

his ability to swim in a pool.
Ages 5 and up .
As with wrestling swimming

swimming is an activity that needs little adaptation, and
it is a sport that offers excellent physical 'exercise. Poolside discussion
and demonstrations on safety, proper entry to the pool, strokes. etc.
should be given prior to entry into the water. A qualified instructor
should find it no more difficult to teach a blind child to swim than a
sighted child.
In competitive events the visually impaired swimmer can use lane dividers as a
gUide.Swimming can begin in the primary grade or soonef, and it can prove
to be a very enjoyable and satisfying activity for a visually impaired
child.
Red Cross chapters frequently have swimming lessons for blind children as
well as literature on this topic. Contact your local chapter for further
information.
ti
r
INDIVIDUAL SPORTS
'The student will learn the sport of weight lifting and participate in
'.41 weight training program.
Agek 5 and up
Weight lifting is a beneficial sport for visually limited children Of

all ages. Modifications are not needed. Children in the primary,and inter-
mediate grades need weight training for toning muscles, awareness of
self and movement in space. The amount of weight lifted is not as important
AS the repetition of lifting. Junior high and high school students lift
heavier weights to. strengthen and build up muscles. The children may
want to make a braille or large print progress chart.
Materials: Weights
Progress charts in braille or large print
Ow.
EI
Prac c a
a
INTRODUCTION
Practical skills involve the day-to-day activities that enables one

to function indeleendently and knowledgeably.around the home. This involves
a thorough knowledge of materials, theirstructure and function.
Visually impaired youngsters are often prevented from understanding

and using household items because of unwarranted fears on the pait'of adults.
This can be relayed to the child who in turn becomes fearful of using.
appliances. ,
The preschool child should be encouraged tor explore its and recognize
their function both tactually and auditorially. Proper handling and usage,
of each item needs to be explained and demonstrated. "As age increase,
the child's knowledge expands to include actual usage of all items, assembly
of them, and maintenance: The above concepts of identification, handling,
and purpose should be Teinforced as needed.
Proper maintenance of .an item is discussed and illustrated to the child

by reading to him the manual of the appliance or by a verbal explanation. Any
specific cautions regarding the appliance should be explained. Cautions
regarding electrical, items 'should be taught as well 28 consequences of what
may hpppen if care is not taken,(fires, shocks,. ,burns, etc.)..
This section presents procedures on how to approach teaching practical

skills. It is by no means all encompassing. We present ideas for the
teacher and/or parent to use, change as necessary to meet the child's
needs and to add your own creativity and imagination in working with other
practical skills.
I 7
INDEX POR PRACTICAL
BEST COPY AVAILABLE
Use of Houfiehold, Items
Specific Use of Electrical Items
Plugging Into an Outlet
Making a Bed
Cleaning Small Areas .
Cleaning drawers
Cleaning mirrors, windows, glass sur'faci§
Empty and clein ashtrays
Cleaning bathroom fixture
Duiting furniture
Cleaning a flat surface
Cleaning Large Areas
Sweeping, dry mopping
Use of wet mop or sponge ft7 scrubbing
Vacuuming
Picking up and putting away toys
Washing and Ironing Clothes
Washing clothes by hand
Using an automatic washer and dryer
Use of clothesline
Ironing
Plants and Flowers
Labeling
Outdoor Tools
Familiarity with hand gardening tool and usage. I
Watering flower or vegetable plants

Garden tools and usage
Shoveling
Sweeping sidewalks
Care of Pets
Room Organization
General
Basic orientation to bedroom
Order/Neatness/Creativity
Furniture arrangement,
Food Preparation
Safety tips
Basic skills in tore-of-range cooking
Basic skills in baking
Stirring
Using hand mixer
Measurement of ingredients
Slicing
Peeling
Spreading
Cracking ZggS
Program of Study .
Food Preparation . I
Care of household appliance, example
Budget Concepts
BEST COPY AVAILABLE
Specific'Use of Appliances
t
Method: 1) Follow general use and maintenance of equipment rules, and
specific care and use manuals accompanying appliances.
2) Electrical items have some similarities, yet vary in specific

instructions.
3) Air conditioner
a) Explain purpose of air conditioner and fans
b) Caution against danger
c) Older-children 'should know how to use dials and buttons
) Clocks
a) Make braille markings on clock face or use braille clock
.face
b) Braille clock and watches are commerically available
from American Foundation for the Blind
c) the child should learn to use the clock first, then begin
to learn to use the 'watch
d) Show student how to set an alarm clock and turn it off .
5) Lamps
a) Instruct students on various ways how lamps are lit, i.e.,
turt knobs, pull chains, push knobs and 3way switches
b) Periodically check .to see if bulb is burned out; if on it
will generate heat. Or one may wish tp use a commercially
'Available light sensor (photo electric cell device) to
detect if bulb is out. If a new one is needed unplug lamp,
remove lampshade, remove old bulb when cool, screw in new
bulb, put on shade and replace lamp.
c) Store bulbs according to watts and mark with tape
d) Set a definite time to turn on the lamp, seasonally adjusted
e) Blind individuals may choose to use a timer-to turn onlamps
6) Phonograph and Records

a) Instruct student on how to place record on spindle and
needle on'edge of record
b) Explain use of various dials on phonograph
c) label records when appropriate; mark side 1/side 2 appropriate
d) Illustrate the correct way to hold the records, and how to
dust and care for them
e) Talking Book machines, which are available from the Community
Services for the Visually Handicapped, Department of Children
and Family Services in, Illinois, come with instructions
7) Tape recorder
a) Mark tape as needed
b) Instruct student on the use of a reel to reel and/or cassette
tape recorder
c) If the student has a personal tape recorder, be certain he
fully understands its use and care
d) specially marked recorders, reasonably priced, are available
from American Printing House. Similar ones are available free on
loan from the Library of Congress.
Appliances
8) Television
a) Instruct student on how to turn set on and of
b) Instruct student on how to turn on sound adjustment
c) .Audio-only TV sots are commercially available. RCA's
multi- purpose "AudioCenter" features both Mend FM reception
plus the audio portion of VHF and UHF TV programming. Your
local RCA radio dealer has them or can order them for you.
9) Vacuum
a). Orient the student to the vacuum cleaner, identifying
and explaining the parts.and attachments
b) Learn to assemble each attachment properly
c) Learn to gimpy thu dust bag
d) 'Orient student to specific instructions of the particular
type of vacuum
10) This is a partial listing of common household appliances. If

student wishes to know about specific ones he should be so in-
structed. Otherwise 'he should be able to transfer his learning
in general to specific items.
USE OF HOUSEHOLD ITEMS
Age 8 and up
Plugging into an outlet
Begin with a dead outlet_or a model of one to enable the child to explore
t
it.
To plug into an outlet, the child should hold the plug ih his dominant hand
and with the other hand locate the outlet plate. From'the outside of t
plate move the fingertips onto the plate until the rim of the outlgt-li-self
(the holes) are located. With the plug move toward the holes, hding sure
the prongs are in each of the holes and push
Be sure to explain the dangers of putting the fingers into the outlet itself.
41.
DES' COPY AVAILABLE
Making a Bed
Age 5 and up
Kethod: 1) A young child should begin with a step -by -step approach to
making his bed, perhaps beginning with fluffing his pillow
up and pulling up the top eheet. The child may wL:h to
pull up this sheet while still in bed, slipping out of the
sheet and tucking in the edges.
2) Instructions should gradually progress to.complete independence
in making up a bed.
;) TO place linens and mattress pads on the beds evenly, use
folds in linens, bed frame, distinguishing marks in structure
of bed or linens, and distance from bed frame to floor as
guides. The hard end of the mattress serves as a guide for
ono end of the top sheet which has a larger hemmed area.
4) Place mattress pad and then bottom and top sheets on bed
so that it covers the entimasea, fitting all tides evenly
and corners squared away.
5) Smooth away wrinkles, working from the center to the sides,
puling taut at the ends.
6) Place additional bedding over the top sheet using the top
And of the sheet as a guide and allowing a margin of about
4" of sheet which can be turned back over the blanket.
7) Check each item of bed linen for wrinkles.
8) Use bedspread with guides (cording or fringe). Moat have
marks or labels to distinguish right side or wrong side.
.Miterials: Bed
Blanket
Bedspread
Mattress pad and sheets
Fitted sheets and mattress pads may be easier to work with
for the child just learning to make a bed.
BEST COPY AVAILABLE
Cleaning Small Areas
Age 12 and up
A) Cleaning drawers
Methods: 1) Remove contents of drawer.

2) Lightly wet sponge (if on wood drawer).
3) Line drawers (when dry) with shelf paper.
.4) Clean one at a time. Replace contents.
Age 8 and up
B) Cleaning mirrors, windows, glass surfaces
Methods: 1) To besure that the glass surface is cleaned thoroughly, it

is important to cover all surface, with glass cleaner by both
vertical and horizonal patterns. For example, 24" x 27"
window would require about 4 sprays 2 at top and on right
and left sides and 2 in middle and on right and left sides.
This can be judged through touch.
2) Begin at the top.
3) Remember twsrefrain from touching the surface with-the bare
hand.
4) After cleaning, dry thoroughly with a clean cloth.
Materials: Glass cleaner

Sponge
Clean soft cloth
Age 5 and up
C) Emptying and cleaninkseh44s
Methods: 1) Let ashes stand overnight to be sure they are cool, or

empty into metal can.
2) Wipe ashtray with paper towel.
3) Wash in soapy later; rinse.
4) Dry with soft cloth.
Materials: Bag or can

Soapy water
Drying cloth
Paper towel
Age 10 and up
D) Cleaning bathroom fixtures
Methods: 1) A small sponge which fits into the hand is the most effective
device for cleaning fixtures.
Cleaning Small Area
/
2) Follow a systematic pattern. For example, beginning at the

outer edge of the fixture and working in a circular pattern
toward the drain.
3) Give the special attention to corners and faucet drain areas,
since they are subject to stain.
4) Rinse with clear water several times to insure cleanliness.
5) Examine by. 'ouch. (Note: Some stains on porelain fixtures -'
cannot be d tecied by touch. Sighted assistance may be needid).

;
6) The toilet seat and cover may be cleaned with a cloth or sponge.
7) To clean the bowl itself, add a disinfectant and wash with a
sponge or'bowl brush.
Materials: Small sponge which fits into hand

Detergent /
Cleanser
Disinfectant
/
Age 8 and,60
E) .Dusting furniture
Methods: '1) Remove, objects from surface to be dusted.

2) Follow a pattern working either from top to bottom or side
to side or from one point to another to assure that all the
surfaCe is dusted.
3) If unaure, dust twice. Spray cloth first then dust, refold
to get clean section of cloth for dusting.
4) Buff to product a high gloss on certain furniture.
5) If using a furniture polish, follow specific directions on label.
6) Repla4e objects in proper place.
Materials: Soft dust cloth treated with a dusting agent or furniture polish.
Age 5 and up
F) Cleaning flat surface
Methods: 1) Check cleanliness, or need to clean with fingers.

2) Divide the surface to clean into section with overlapping
boundaries.
3) Clean right to left, gathering crumbs/dirt into one corner
with damp sponge or hands.
4) Use cupped hand to drop crumbs into.
5) Wet sponge and use same method to wipe surface.
USE OF HOUSEHOLD ITEMS BEST COPY AVAILABLE
Cleaning Large Areas
Age 5 and up
A) Sweeping, dry mopping,
Methods: 1) The-sise and shape of the area to be cleaned will detOrmine

the pattern Which one follows.
2) Divide the surface into sections with overlapping
boundaries.
3) Use piecesof furniture or permanent fixtures to make the
boundaries.
4) Clean in narrow stripe.
5) Sweep towards a room opening into one pile.
6) .Sweep dust onto pan by using a counterbrueh, A whisk broom
may be used to finish sweeping dust into dust pan. A damp
cloth may be used to be assured that all dirt is picked up.
7) Hint: Cleaning in bare or stockinged feet may help you
locate the dirt.
Materials: Broom
Dry mop, appropriate for child's site
Dust pan
Age 12 and up
B) Use of wet mop or sponge for scrubbing
Methods: 1) The principles suggested=in the section on cleaning flat

surfaces may be applied to scrubbing. Surface should be
dry mopped or swept first.
2) A good cleaning agent will assist in scrubbing.
3) Particular attention should be given to corners and crevices,
since dirt tends to c6ilect in these areas and might be over
looked.
by,
4) Find. a comfortable pattern for each individual to clean
being sure to overlap clean parts.
5) A sponge is a useful device in that it allows close_ contact
with the area to be scrubbed.
6) A final going over with a sponge and clear water assures that
the area is cleaned. As each section is completed; drying
be
with an old towel before going on to the next section may
used.
7) Dry thoroughly before application of wax.
Materials: Mop
Sponge
Pail
Cleaning agent and water
AIN
Cleaning Large 'Areas
gal
Age.9 and.up
14
C) Cleaning floor (bare floor or with rug) with vacuum cleaner
Methods: 1) The else and shape of the area to be cleaned will determine
the pattern which,one follows. Check vacuum bag; change
when necessary.
2) Divide the surface into sections with overlapping boundaries.
3) Use pieces of furniture or immanent fixturea to mark the
boundaries.
4) Cleta in narrow strips.
5) Be sure socket and cord plug is behind you. You may wish to
drape the cord over your shoulder and let it trail behind you.
6) Hint: Clean in bare or stockinged, feet.
Materials: Electric or hand-powered vacuum cleaner
Age as young as possible
D) Picking up and putting away toys
Methods: 1) Keep toys with parts in individual containers with

tops, specific toys in specific containers.
2) Label the containers appropriately or use different shaped
us textured ones for specific toys.
3) Pit toys away as soon as possible.
4) As possible, count parts of certain toys to know if all the
pieces are accounted for.
Materials: Shelf or drawer space for toys

Basket or toy chew.
Containers for toys with Small pieces
USE OF HOUSEHOLD ITEMS BEST COPY AVAILABLE
Age 9 and up (or younger with small iv:
A) Washing clothes by hand
Methods: 1) Follow special washing instructions given by manufacturer.

2) Besure temperature of water is correct for type of material.
3) Soap those parts of the' item that will probably be especially
soiled, (collar, cuffs, etc.) and rub well or use on a scrubbing
board.
4) Rinse well (three times or until soap is removed-deterine
by rubbing between fingers and listen to crackling of soap).
5) Gently squeeze out remaining water; roll in a towel to
partially dry.
6) Follow special drying instructions given by manufacturer;
hang or block dry.
Materials: 1) Sink/tub/basin
2) Soap powder /liquid soap/bar soap *
3) Blouseosweaters, nylons, or other items to bti washed

,
Age 9 and up
B) Using an automatic washel and dryer
Methods: 1) Identify clothes and sort them by texture and whether

washable or dry cleanable. Sort into light and dark
colors. Follow specific washing and drying directions
of manufacturers.
2) Soaps, detergents, bleaches, and measuring cups should be marked
and stored near the laundry area Follow detergent directions
using correct quantity. Pre-measured items could be used.
3) Usually you can transfer the same load from washer to dryer
to be dried. Remove and hang articles which should be air
dried.
4) Put into dryer and choose appropriate drying cycle. Remove
and hang or fold items promptly when cycle is completed.
Materials: Washer
Dryer
Clothing to wash
Age 5 and up
C) Hanging clothes on a clothesline
Icirt.ods: lj Clean line with cloth.

2) It is convenient to carry cloehesptns in a holder that will
slide along the line or in the cart.
BEST COPY AVAILABLE
Washing and Ironing Clothes .
3) For convenience in folding and identification, hang similar

articles next to one another.
4) For young children's use, try using,doll clothes and light
clothes. The child should begin by handing articles. to
parent and learning to handle clothespins.
5) In removing clothes from line, place cart/basket immediately
beneath items. Pull clothespin off, fold and/or hand and ,
place- in cart/basket.
Materials: Clothesline hung at suitable height

Cart/basket 2 f
Clothespins
Age 8 and up
DI Use of an iron
Mathoils: 1) Become acquainted with parts of the iron and ironing board.
2) Until the student develops confidenceiln ironing it is im-
portant that he place the hot iron o a flat iron holder,
rather than to stand it on its heel.
3) Always place the iron at the wide end of the ironing bow:
when it is not in use. The benne of the iron should be
toward the etudent with the heat element any from him.
4) To locate the iron, the student, should run his hand along
the near edge of the ironing board until he locates the iron
cord. Follow the cord until, your hand reaches the cord
leading to the inlet plug. The handle of the iron will. be
directly above the cord or above and, to the left of it.
The swdent may then grasp the handle and proceed to iron(\ .
5) With iron off, practice on a towel or simple item.

a) Mi it up to closest side of ironing board.
b) Smooth wrinkles in item, from center to edge.
c) Practice moving iron parallel to your body from right
to left and ending up at'the vide end of the board.
d) Set the iron in its rest position.
e) Move item up, away from your body, to the next part
to be ironed.
f) Repeat procedure.
g) Check tactually for posdible wrinkles.
h) Fold item and put away.
6) With iron on, practice ironing.
a) If using a steam iron, pour water into iron (use
funnel and measuring cup). Turn steam on. Push
dain on button beneath dial.
b) If using a dry iron, it may be necessary to dampen items.
c) Keep the material flat on the board and smooth out all'
wrinkles with both hands before ironing. Hold the material
down with left hand immediately in front :f iron and slide
the left hand along in front of the iron smoothing out the
wrinkles with the palm and fingers.
d) Understand the construction of the item to be ironed. Use
ieanm as boundaries. Iron within these boundaries.
a) Place section to be ironed On right (in center of board).
I.
t 0
t Remaining portion of Rarment should be on.Jeft.

f) Establish and follow a sequence to iron seCiton by 'seition,
i.e., (1) collar, (2) sleeves, (3) body, (4) shoulders,
usiqg seams as guideslinss.
7) Permanent press clothing is recommAnded for purchasing.
.t
Materials: Ironing board

Iron
Simple (h4nderchief, towel) and complex (shirt) items to iron
4
if 0
USE HOUSEHOLD ITEMS .
Plants and flowers
Age 5 and up
Methods: 1) If arranging flowers in vase, note height of flowers and

vase. Cut stems of flowers as needed. Arrange in vase.
2) Instruct child in judging need for watering.
3) If water is needed, use finger to judge the amount being
poured into container (s miLar to instructions on pouring,
liquids).
4) Arracgement of flowers can be\patterned after plastic
flower arrangements. Examine, those.
Coftunercially available books on flower arranging.
Materials:` Potted plants

Watering' can with long spout or other container
Vase
Flowers
tf
Water
USE OF, HOUSEHOLD ITEMS
Age 8 and up
Labeling
In order to operate some household items ,special markings may be needed so

the child can work independently without alway3 asking for assistance (ones
the basic knowledge of operation is there). 6'
-Items that have few buttons (hand mixers) -may notbe necessary to mark.
The child would need to know that the clicks mean slow, medium, high. Simple
on and off buttons would require no markings either.
.14
For appliances that need markings, one method is to use a Dynamo braille
marker. Also, commercially available are clear plastic sheets that sre
sticky on one side: that can be used with a braille writer. No mater which
is used, clear plastic is suggested as tLis also enables the sighted person
to see the markings. For example, on the dryer the braille label might be
P.P. for Permanent Press and R for regularldry, etc.
(1"
Another possibility for marking is usirg drops of glue (iny commercially
available one that dries clear) as identifying marks. 'This might be used
on the gas range in marking oventdegress. One drop might be put on 3000
(slow oven); two drops f on 350° (moderate oven) and three drops on 4000.
(hot oven). Lines may also be used as identifying marks. With washing =
appliances the dote may wear off eventually but they can be easily replaced.
Many household items are Available through the American Foundation for the
Blind and are already marked. However, it is usually less expensive to 'use°
any of the above methods. ,.
If dr child is able to operate household items without the aid of markings
thae'it is not necessary to mark them. For example, their personal property
items (record player, tape recorder,.etc.),should be operated successfully
by them without the aid of markings.,
1
OUTDOOR TOOLS
Age 5 and up
Familiarity with hand gardening tools and usage
Child oho:Add become familiar with hand tools - trowel, spade, or shovel,
be able to identify tools, and know bow to use them for digging.
1) Shovel or spade is used to dig hole to put in flower or seed.
2) Judge amount of 'dirt taken out by feeling size of hole dug.
Amount dug depends on directions for specific flower.
1) Flower
a) Place flower in hole and be sure toot fits into hole.
b) Cover roots with dirt and press dirt firmly to get flower
to hold upright and roots firmly imbedded.
c) Spacing of flowers may be done by using hand as measurement
1) SpecifPt-spacing again depends on flower
2) Seeds
a) Depth of digging varies with seeds-directions must be followed
b) Remove top soil with hand upade or if surface planttni is
needed the hand may be used for the tool.
c) Use object (yardstieks broom handle) to create a row to
plant the seeds in. The child may feel the rows of soil.
d) Seeds may be placed with one hand and other hand used to
cover seed with loose dirt (this dirt may be in a separate
container for convenience and so that other seeds already planted
would not be "unplanted" by accident).
Specific plot of ground should be given to the child.. To provides variety

of experiences seeds, bulbs, and previous sown piano should be used. Fruitb,
vegetables, and flowets,that grow easily can be used. Planting involves
the responsibility of caring for one's plants.
Age 5 and up
B) Watering flower or vegetable plants

sprinkling can and water
Methods: 1) Child should know the location of the
spout.
holding other hand near top
2) Know amount of water put in can by
the sprinkling can
of can to act as guide. As the child uses
of can.
more frequently he may judge by weight
free hind which is
3) Hold can over flowers and pour water onto
above flowers to judge amount of water used.
feeling it sud adding more
4) Wetness of soil can be determined by
water if necessary. \Being
5) Location and care of tools should be child's responsibility.
fuuction begin at this
made aware of other garden tools and their
iurther be refined
stage. Usage of them may begin here but would
in later years.
OUTDOOR TOOLS
BEST COPY AVAILABLE
Age 9 and,up
C) Garden tools and usage
The student should know and be familiar with (being able. to identify tool
and its usage) all garden tools,. and specifically i.L,:fse that may require
foot/hand usage.
Garden hose:
1) Know where it is .located and take out to water faucet outdoors.
2) Locate hook-up end of hose and screw into faucet.
3) Pull hose (by spout end) into yard and set up in middle of yard;
can be determined by number of steps or by landmark.
4) Place sprinkler attachment on end.
5) Turn on water.
'" Garden. shovel. spade pitchfork:

1) Use grass or cement as guideline to begin digging or overturning
the soil.
2) Showing importance of foot resting on top of tool part and being
used as pushing force to get tool into dirt, along with arm control
of the handle.
3) Picking up and turning over the soil.
The size of tool will help the child determine the amount of soil
being turned over and then to proceed tc 'Ate next spot. It is best
to work from the back of the plot to the front so as not to step
on ground.previously done. The size of the child's garden can
increase to develop more responsibility in caring for the yard.
Introduction to lawn mower and hedge cutters may begin at this level. Allow
the child to work along with you in cutting the grass or bushes. Your direct
supervision may be needed at this stage. Proper handling, care and instruction
in how you're using them is impor-ant at this stage so the child develops
confidence and trust in himself t4 use them (due to their sharpness of blades).
Hedge cutters:
1) Proper handling of tool and care because of its sharpness.
2) Judge height to be cut by touch - if possible, use sharp shears,
and cut off bush to give a start or sample to follow.
3) Use hedge cutters and follow guideline started.
4) Check periodically.
Lawn mower!
1) When beginning to cut grass use sidewalk (or what is available)
as a guideline.
2) Have wheels next to or on this ruideline.
3) End line may have a stop set up. example, bricks, fence, etc. If
not feasible perhaps number of steps can be used.
4) To turn mower around, pivot mower and overlap with row just cut
and proceed.
5) If circular area or curved area needs cutting, bricks, etc. can be
set up as guidelines as to where to stop or begin. This can be done
as an attractive lawn setting.
Garden tools and usage
suitable for his

Child should be familiar with regular size rake. A rake
size should be obtained.
1) Guidelines to begin should be established - sidewalk, driveway, etc.
2) Child can begin the next area by judging via sound underfoot where
where already raked.
to stand or by touch, always overlapping slightly
land to rake.
3) As child gets older, use a regular rake and more space or
Age 5 and up
0) Shoveling
small child should
Other than being familiar with a regular snow shovel, the
directions
have a shovel his size available for use. The child will need
as to what to use as a guideline to determine where to begin shoveling.
What to use depends on each home set -up but can be: steps, side of buildings,
garage, etc.
1) Mks a preliminary path along grass line (parallel to graseline).
line
2) Stand in path shoveled and.shovel vertically to next grass
(perpendicular to both grass lines). If extra wide sidewalk or
driveway a middle path might be shoveled and then go to right
or left.
3) As child gets older, use regular size shovel and broaden scope.
Age 9 and up
E) Sweeping sidewalks
Direction
Child should already be familiar with broom and how to hold it.
of grounds.
as to where to sweep 'dust or dirt will depend on set up
1) Hold broom in hand and use brisk motions to sweep.
of
2) Child should sweep section directly in front of him (width
broom may be someihat large: than his foot so a footstep and
a half might be a good indication of how much swept).
3) Move a step and a half and sweep section in front of child.
4) Repeat as above until through.
CARE OF PETS
Age 5 and up
As much exposure to domesticated pets as possible shoud be a goal.

This can be done through:
1) Show and Tell have children bring pets to school at various.
tines.
2) Field trip to pet shop where the children can handle the pets.
3) Traveling Pet Libraries are avilable in some places. Parents
should be made aware of these and encouraged to use them.
4) As pets are seen a discussion should follow as to how to care
for these pets - food, exercise, rest, grooming, etc.
5) Pets that would be allowed in schools would be a good introduction
for children plus a responsibility.
6) Discussions with parents mighe encourage them to get a pet for
the child. with the condition the child cares for it (fish, gerbils,
etc.). If the child can handle total responsibility as for a
cat or dog this is fine, otherwise, be given partial responsibility.
7) To find out more about pets, the child should consult library
books and/or encyclopedias. Writing reports on an animal of interest
would be a possiblity.
ROOM ORGANIZATION
Age 5 8 and up
Basic orientation to and order in the bedroom
Several basic guidelines may be given for roam organization. Such basic
guidelines include orientation, order and neatness. In addition to the
basic guidelines, the room may reflect the creativity of the individual
child.
I. Basic Orientation to the Bedroom

A. As the child enters the room at the door, point out immediate
items, for example..the light switch.
B. Direct the child around the room, tracing up one side of the
room, along the back of.the_room, and then down the other side
returning to the door.
1. This gives the child an idea of the room sire.
2. For the first orientation, only point out the locations.
of the larger items, as the closet, bed, dresser, etc.
3. When the child feels comfortable with the room, point
out items of finer. detail, as the individual drawers of
the dresser, the cross bar in the closet, etc.
4. If possible, the older children may wish to arrange the.
items of the bedroom according to their creativity and
comfort.
III Order in the Bedroom
A. Certain spots may be for .particular items, for example, a place
for school books, records, and record player, shoes, etc.
B. A certain drawer may be used fora group of similar items, as a
drawer for play clothes, undergarment, etc. The items in a
particular group may be folded into a pile, for instance, a pile
for play shorts, play shirts, etc.
C. The child may arrange items on the top of the dresser, as toilet
articles, radios, etc.
D. In the closet, clothes of similarity may be hung together.
E. By having items in order, the child can more easily locaee them.
F. The older children may wish to decide the arrangement of their
articles in the room, in the drawers, on the dresser, and in the
closet.
III. Neatness in the Bedroom
A. Introduce the general concept of room neatness.
B. If necessary, as in the case of younger children, introduce
bed - may{ -'g, the folding of clothes, and the hanging of clothes.
C. For the older children, introduce such skills as dusting the
furniture, dust-mopping the room, etc.
D. Like most typical children, it may take time before the theory
of neatness is acquired.
TV. Creativity
A. Describe the color of the room and suggest that the child help
in the selection of certain items as the bed spread, rugs,
pictures, etc. Textured items add further dimension to the room
ROOM ORGAN/ZAMA
f.
for the child.

B. Also, there should be a spot for the child.to put things that he
or she hss made, as a bulletin board.
FOOD PREPARATION
1'
Age varies
Safety tips
Make it a habit to keep cupboard doors aud drawers closed at all times.
Never let handles of pots and pans on the stove protrude over the edge
of the stove or be turned over a lighted burner. KO* knives in a.knife
holder. Take care in washing sharp knives. Do not throw them in the bottom
of the sink, and then reach in later and get cut. Never touch electrical
appliances with wet hands. Keep electric cords off of the floor and out
of reach of children. If an appliance is not in use keep cord detached
and in a drawer if it is a detachable cord. Loose cords way cause accidents.
Avoid having the gas burner in a draft that might blow out the flame, or
that might blow a tea towel across the blaze, because the towel rack was too
close to the stove. Never wear flammableoplastic aprons when working
around the stove. Use asbestos gloves when putting things in or taking
things out of the oven. Use larger pans on the stove 0 prevent.boiling
over. To get a cup of boiling water, boil water in a larger pan and dip
out, rather than trying to Pour. Hot grease may be removed Erma& skillet
by using a baster, or a slice of bread.
Oily duet mops or dust cloths can cause spontaneous combustion if they are
not kept in a metal container or where the air can freely circulate around
them.
Children should be watched when in the kitchen. They can get burned arounda,
the range or from the hot water around the sink. They often crawl on stools,
sinks, stoves, tables, etc. If there are spills clean up immediately.
Never climb on chairs or tables to reach high shelves. Use a sturdy stool,
or step ladder. It is a good to have some ventilation in the kitchen.
Baking soda should be kept in a convenient place to put out a small fire.
Accidents can happen if spray eans.are not used properly.
BEST COPY AVAILABLE
FOOD PREPARATION
0
Age 8 and up
Ume of stove for baking and top -of -the -range cooking
I. Procedures
A. Orientation to a cold stove should include the following:
1. Introduce oven mitts and explain their use.
2. Introduce the Braille timer and explain how it works.
(available from Ameritan Foundation for she Blind)
3. Show student burners, controls, oven door and racks.
a. Have student practice the
centering of pane on the
burners. Have handles imeitioned toward center of
the range.
b. Show student how to properly open oven door from
the side position.
c. Explain how to pUll out racks and position pans properly.
4. Instruct student on how to turn on burners and oven.
a. Explain regulation of burner heat and oven temperature.
b. Mark controls bybraille or by filing notches at key
temperature points.
to
B. Student should practice above procedures before proceeding
actual food preparation.
XI. Basic Skills Used in Top-of the Range Cooking ... I
A. Boiling and pour _

1. Student should measure a given amount of water
into a saucepan.
2. Have student center pan an burner in proper position.
3. Student should turn burner control to desired temperature.
4. Have student listen for sounds of boiling.,
B. Frying and turning
pancake-spatula
1. Have student feel dimensions of cold pan and
to determine dimension and shape.
2. Student should measure out necessary amount of margarine or
oil before placing pan on burner.
3. Then-center-pan in proper position on burner.
4. Regulate temperature control to obtain 'desired heat.
detect when
5. In case of margarine student may use a fork to
margarine is completely melted.
enough, the following
6. To detect when oil or margarine is heated
is suggested:
a. Have student put a small amount of water into a cup.
If
b. From the cup, put a couple of drops of water into grease.
More than a
sizzling is heard the grease is ready for frying.
few drops would cause splattering of grease.
-7. Place food item such as a hamburger pattie approximately in
center of pan with spatula.
8: For turning, the following is suggested:
a, With one hand hold handle of the pan to steady it.
b. `.Have student hold turner with fingers together
around the
'handle and the thumb along the top of the handle.
Use of stove for baking and top-ofthe-range cooking
c. Instruct student to place the turner at *the side of

pan opposite the handle. The,front edge of the turner
should touch bottom of the pan.
d.. The turner should be held at an angle so front edge of
spatula will slide under the food-item.
e. Have student move turner in this position toward food.
f. Have student decrease angle so turner will slide completely
under the food. Often a shoveling motion is needed to get
turner completely under food item.
g. By leering the weight of food on the turner the student
will know when it con be lifted and turned.
h. Once under the food item, have the student raise the item
high enough for turning.
i. Have student rotate wrist in order to turn food item.
J. To tell if food has been tgrned, the student may take a
fork and run it across surface of the food. to detect a
difference in texture.
C. General Comments.:
1. For procedures of frying and turning, the student may
practice initially on a cold pan with the food item.
2. The turning step is the most difficult part of the frying.
3 Only the minimal amounc of grease necessary should be used to
prevent splattering.
III. Basic Skills Used in Baking
Follow procedures outlined in initial orientation on oven.
4: 0.
FOOD PREPARATION
Age 8 and up
Stirring
I. Procedures:
A. Start student with a simple product like an orange drink mix.
8. Follow the steps outlined for wet and dry measurements for the
water and orange drink mix.
C. The hand may be positioned for stirring as follows: the fingers
should be held together around the handle with thumb on top of
handle.
D. With the free hand, the student can secure the mixing bowl in place.
E. Instruct student to place spoon in mixing bowl with back of the
spoon touching the inside surface of the mixing bowl.
F. Stir in clockwise or counter clockwise direction, making smaller
and smaller circles until center of bowl is reached.
G. Return spoon to outside edge and start again.
H. To clear sides of bowl, have student scrape around the inside
surface of the bowl with the edge of the spoon. Start at a high
point on the outside edge and proceed to scrape downward.
I. Student should check with a fingertip the bowl of the spoon to see
if there are any ingredients remaining. If there are remaining
ingredients, remove with index finger or rubber spatula.
J. Resume stirring to incorporate the unmixed ingredients.
K. Continue stirring until no sandy texture is detected.
II. Procedure for Using Rand Mixers:
A. Le student examine electric handmixer. Point out Controls for
speids and beater release.
8. The xixing bowl be used should be placed on rubber matting to
prevent sliding.
C. For further support, hold bowl with free hand.
D. The student should be instructed to keep the free hand positioned
on the bowl in such a way that there is minimal possibility of
being hit by the operating mixer.
E. Student then places the beaters of the mixer approximately in the
center of the bowl. Have beaters positioned as vertically as possibla
F. Turn on mixer at slow speed, then, if necessary, turn to desired
speed.
.G. After a few minutes, stop the mixer so that sides may be scraped.
H. Scrape sides and bottom with a rubber spatula. Point out to the
student that the mixer must always be stopped before introduction
of they spatula.
I. Resume beating. Continue according to specifications of recipe.
J. Clear beatera.
1. In case of thin mixtures position mixer so that beaters are
horizontal to allow beater to drip free of mixture.
2. In case of thick mixtures remove collected mixture by rubber
spatula.
a. With free hand, take hold of beaters upon release from mixer.
BEST COPY AVAILABLE
Stirring
b. Scrape one beater at a time. Place other on wax paper.

c. Remove excess mixture into bowl by holding beater in
4 vertical position and scraping with downward strokes
on both outside and inside of beater. Do same for
second beater..
/II. General Comments:
bowl large enough
A. 'When doing any mixing, the student should choose a
for ease of stirring and for reducing possibilley of spillage.
3. Cleaning inside of beaters with a spatula may be difficult for
the student, so practice may be needed. Index finger may be used
`as substitute if necessary.
6
#
FOOD PREPARATION
Age 5 and up
Measurement of Ingredients
(7 I. Dry. Ingredients
In teaching dry measurement, the utensils suggested are the standard
sets of metal Measuring cups and spoons:
A. Prsliminary Steps
1. Let the student feel the utensil so as to acquire an idea
of the utensil as a whole..
2. The teacher should then identify each cup or spoon according
to its measurement. The student should feel each cup and
spoon as it is being identified.
B. Measurement with cups
1. Start the teaching of dry ingredients with the larger cup
measurement, then progress to the smaller measurements.
2. Present the dry lagredients in canisters or wide-mouth
containers -.
3. Have the student dip the cup into the container. Practice
dipping until heaping measurements are obtained.
4. For leveling measurements, two alternatives may be considered:
a. Alternative One
1. Instruct student to place cup on flat surface which
should be covered with wax Paper.
2. With fingertips have studenc smooth the heaping
ingredients over the entire surface of the c'ap.
3. Locate the handle of the cup. Place the first two
fingers across the surface of the cup at the handle's
edge. (The fingers would be perpendicular to the
handle).
4. With a sliding stroke, run these fingers across the
surface of the cup until opposite side is reached.
This removes excess ingredients.
The student may choose to do the leveling directly
over the container..
b. 'Alternative Two
1. The teacher may suggest using a small metal spatula
as the leveling utensil.
2. Let student.feel the spatula. Point out the leveling
1
edge
'3. When measurement is ready for leveling, the leveling,
edge of the spatula should be placed in perpendicular
position at handle's edge.
4. Make a stroke across the entire surface to remove
excess ingredients.
5. After each leveling operation, the student with the
fingertips should check the surface to see if measure-
ment is correct. (For example, check for dips.)
Measuremer. of Ingredients
C. Measurement with spoons

, 1, When teaching dry measurement withst:he standard spoons', the
/ procedures for measuring and leveling for the cup measures
may be followed,
43. Cleaning up
. 1. If the student used the waxed paper surface in leveling, the
excess ingredients must'be transferred back into the original
container.
2. Instruct the student to match corners of the wax paper; the
northwest corner to the southwest corner and the northeast
corner to the southeast. This forms a curved bottom into
which all the excess ingredients fall.
3. Hold the joined edges together with One hand. The other
hand will be placed under the-curved] bottom so as to lift
the wax paper.
Lift the wax paper and approach the container.
As the student lifts the paper and contents, the curve and
joined edges should always ba...0 a horizontal position to
prevent spillage.
6. Have the student position the wax paper so that opening of
the curve is approximately in the center of the 'container.
7., Lift in perpendicular position so that ingredients slide into
the container.
E. Sifting
1. Show student sifter and explaikhow it operates.
2: Recipe, may not require the ingredients to be sifted, so crude
measurements may be used.
3. .Recipi may require sifted measurements.
a. Instruct students to do the above procedure except sift
the dry ingredients over wax paper and sift 'lightly more
than what the recipe requires.
b. With a flour scoop, the student transfers the necessary
amount of sifted ingredients back into the cup manure
to be used.
f
c. Level as outlined above.

d. If available, the student may simply use pre-sifted flour.
F. General Comments
1. When teaching the student to use measuring.cups always present
the cups as a nest. It is difficult at first for the student
to identify the measurement when.cups'are presented separately.
Time is needed for developing the senee of proportionality.
.
2. Advise student to keep their dry ingredients in canisters or

wide -mouth containers to facilitate dry measurements.
3. When student-is initially learning dry measurements, the canister.
.should be only partly filled. Later, after practice, the fuller
containers, pose less difficulty.
4. In the sifting step, point out to the students thatthey should
try nit to repack the flour during the transfer. Also when the
students sift onto wax paper, the sifter should be held high'
enough to preirept repaiking.
-
.
II. Wet' Ingredients:

Forliquid or fat measurement, the standardized metal sets of spoons
.
and cups are recommended.
p
A. ?ro;iminary steps
J. Follow steps as presented for dry ingredients.
b. Measurement. with cups
1. Student places cup in medium sized, shallow bowl. Position
cup approximately in center to catch all spills.
2. have student hold the bottle with four fingers - together and
the thumb on opposite side so that a good grasp is obtained.
3,, Move bottle in upright position to the side of the bowl.
4. Student should find the center of the cup, then touch the
Qmouth of the bottle, so as,to judge the distance relationship.
5. Direct student to raise the bottle and while raising, slightly
fipping the mouth of the bottle towards the cup.
6. While raising and tipping, at different points in time, the
free hand can check the distance relationship between the center
of the cup and the mouth of the bottle.'
7. When student feels that the bottle is properly oriented for
puurtng, further tilt the bottle to pour.
8. When tilting to pour, the fingertips of the free hand may be
placed on the inside edge of the cup eb that the liquid can
be detected when it reaches a point near the top of the cup.
C. Measurement with spoons
1. Measurement of sroons should be done over a bowl or cup.
2. Have student hold spoon so that the fingers are oriented
together under the handle and the thumb placed 'on top of the
handle. The tip of thumb should rest where the handle inter-
sects the bowl of the spoon. With thumb positioned this way,
the student can determine the filling of the utensil, 1
3. With spoon held in this position, place it approximately) over

the center of the cup or bowl.
4. With the free hand, hold bottle in name upright position near
the bowl as outlined previously under cup measurement.
5. Slightly tilt bottle until the mouth touches the edge of the
spoon so that the student gets an idea.of the positioning to
pour.
6. Raise the bottle to pour, but while tilting move slightly
towards the center of the spoon bowl.
'D. Measurements of shortening with cups and spoons.
1. Direct student to dip the measuring utensil into the shortening
container. Try to dip utensil in far enough so as to acquire
a mounded measurement.
2. With fingertip or rubber spatula, carefully press shortening
into container. (Air bubbles form under the shortening and
cause measurement to be incorrect. This pressing forces air
bubbles out.)
3. Leveling measurement is the game as outlined above for dry
ingredients.
4. With fingertips or ruber spatula clear sides and bottom of
measuring utensil.
5. To transfer fat from measuring utensil, index finger or a
rubber spatula may be used.
6. If utensil is slightly heated before measurement, this facilitates
removal.
0
E. Cleaning up
1. When there is spillage of liquid into bowl or cup a funnel
may be used in assisting transfer of the spilled 'liquid back
into the original containers.
a. Introduce funnel to student and.show how funnel fits into
opening'of the container.
b. Using the procedure for pouring as outlined above, have
student returnexcess liquid to original container.
F. General Comments
1. When teaching any type of measurement start with larger
measurements and progress to the'smaller measurements.
2. Procedures for measuring liquids may first, be tried with
empty bottles, so the student can acquire the concept of //
raising, orienting, and tilting the bottles for pouring
the measurement.
3, Liquid measurement into spoons is more difficult because
of the smaller proportion; more practice may be required.
4. Start with liquids 'which are slightly viscous, then introduce
thinner liquids. The viscous liquids are core easily
controlled when pouring.
4
FOOD PREPARATION
Age 8 and up
Cutting (Slicing and. Peeling)
I. Slicing
A. Introduce student'to different kinds and sizes of knives.
)3./ Start with larger items to slice, (for example, a potato into halves).
, C. Have student place potita in center of cutting board with'potato
positioned lengthwise across the board.
D. Student should find the approximate. center of the potato.
Mark
with fingertips.
E. With free hand, take the knife with the blade positioned upward.
Once
F. Approach the center of the vegetable marked by fingertip.
knife has located the center, remove fingertip and slide it to the end;
of the potato to secure its placement.
Turn knife in hand so that blade edge is now downward for cutting
process.
H. Start to cut with a sag-like motion of the arm. Cut unti4 potato
falls in half. /
Direct student toicontinue the same procedure, cutting vegetable

into smaller pieces. Thio will introduce the concept of dicing.
II/Peeling
A. Introduce student to floating blade peeler. Point out the cutting
surface of the peeler. The back surface and cutting surface are
often confused./ .
\ B. For exemplication purposes a carrot is used to discuss the peeling

process.
C. Have the carrot held lengthwise in fronts of the student.
D. Have the peeler placed across the carrot about midway down the carrot
\
with the blade edge of the peeler on the carrot surface.
\E. The peeler should be held so that the thumb and finger are restricted
to the handle This prevenLs possibility of being out and also the
blade to move with freedom.
With a slight pressure, instruct student to slide tha blade down the
carrot. (Heavier pressure would cause removal of edible part of
vegetable.)
G Next the student should turn the carrot to clear a new portion,
,starting at mid-point again.
H. 'Continue above procedure until carrot has been completely turned.
'I. Then turn carrot around so that the other half can be peeled in
the same manner.
III. General Comments
A. It often takes time for the student to learn to cut food items in
helves.
B. Student will learn when spot on vegetable has been previously peeled
for the blade will slide more easily because of less resistance resulting
from absence of peel.
C. It may be difficult at first for student to remove skin without
removing part of edible portion.
)
FOOD PREPARATION
D. To facilitate peeling, the student may want $p cut vegetable in

half so that less surface area has to be considered at once.
E. Tc check to see if all peeling is removed, run water over peeled
vegetable. The water brings out the differences in surface textures
of peeled and unpeeled surfaces.
1.
FOOD PREPARATION
Age 5 and'up
(to
Spreading
I. When teaching the student the concept of spreading, it is suggested

that the food item receiving the spread will be of somewhat coarse tex-
ture to minimize shredding of the surface; for example, toasted bread.
The more difficult spreading, as on soft breads and cakes than may be
tried after the concept of spreading has been practiced. Generally,
when initially teaching spreading, try to have the item to be spread
at room temperature, or partially softened.
A. With knife tip, have student feel the shape of food item receiving
`the spread.
B. Student might then place butter dish near food item receiving the
spread.
C. Cut piece of Sutter. Sometimes it will be necessary for student to
place the fingertip on cut piece of butter to support its transfer
to the center of the bread.
D. The angle of the knife is important. Have the knife at a slight
angle with blade edge resting across the butter.
E. With knife at this angle the student spreads the butter to south-
west corner of the toast. Then return to center.
F. Spread in the same manner to the southeast corner.
G. Then spread the area between the two points already coveted.
H. The student may rotate the plate so that tne top half may be spread
in the same manner.,
I. The student should continue these steps until all the butter has
spread. The student can detect when all the butter has been spread
by feeling thu center with the knife tip.
II. General Comments;
A. Practice may be needed in this area because this is difficult at
first to prevent shredding.
B. Always try to establish a direction for spreading, as for example
north, south, east, west.
FOOD PREPARATION BEST COPY AVAILABLE
Age 8 and up
Cracking Egge
I. Procedure
A. Have student feel the dimensions of the egg.
B. Have student hold the egg lengthwise between index finger and thumb.
C. In the free hand, take the knife.
D. Instruct student to locate the approximate center of the egg with
the knife blade before striking. -Hold over a bowl.
E. Have student strike center of egg with moderate force so that there
will be a clean cut break,
F. Have student locate break, and with the thumbs, separate the two
halves.
G. To check for shells, run fingertip gently over surface of released
egg.
II. General Comments;
Eggs with thicker shells are recommended for teaching purposes.
For seventh grade students, concentration is placed on food preparation
for breakfast. Basic knowledge of nutrition and food value is introduced.
Food preparation is mainly restricted to top-of-the-range cooking.

Breakfast food preparation may include eggs, cooked cereals, and Frendh
toast.
For eighth grade, luncheon and dinner dishes are planned and prepared.
For example, casseroles, cooked vegetables, and desserts. In both grades the
teacher should build upon the students' knowledge of nutrition.
Emphasis is being placed on matters of consumer education, for example,

convenience food buying. Thera is also extensive used of the available
braille cookbooks designed particularly for the blind, such as Cookin& Without
Loo i and Food at Your Fingertips.
I. Preliminary Lessons
A. Lessons on cleanliness and sanitary practices used in food prepar-
ation, as the washing of hands.
B. Discub.gions on the safety precautions used in the kitchen.
C. Lessons mi dry and wet measurements, without actual food prepare
ation.
I/. Breakfast
A. Use of toaster: preparation of cinnamon toast (spreading).
B. Preparation of orange drink mixture or frozen orange juice
(can opening, dry and wet measuring, and stirring)
C. Preparation of cereals
1. Cold cereals (dry and wet measuring)
2. Cooked cereals (measuring, stirring and boiling)
D. Cooking of eggs (cracking, stirring, top-of-the-range cooking)
E. Preparation of bacon, sausage, and ham
1. Frying on top of the range (frying, turning)
2. Baking in the oven ,(placing of food item on a cooling rack
with the rack being placed on a cookie sheet; baking)
F. Preparation of French toast and pancakes (measuring, cracking of
eggs, stirring, use of mixes, and turning)
1. Fry pancakes in electric frypan or on range (frying and turning)
2. Fry French toast in electric frypan or on range (frying and
turning)
3. Bake French toast in the oven (baking)
G. Preparation of beverages, as tea and cocoa (measuring, stirring,
and top-of-the-range cooking)
H. Preparation of packaged coffee cakes (measuring, cracking of eggs,
and stirring or use of-mixer). Yeast rolls and homemade breads
may be tried by the advanced student.
I. Conduction of nutritional discussions
1. Discussion of the basic four food groups and the nutrients
provided by each group.
2. Discussion of the nutrient value of the breakfast food
outlined above.
3. Discussion of planning of breakfast menusland reasons for their
food selections.
III. Luncheon
A. Preparation of soups: dry and canned (opening of can, measuring,
stirring and top-of-the-range cooking.)
B. Preparation of sandwiches (spreading and cutting)
C. Preparation of solids
1. Gelatin with fruit cocktail (measuring, opening of can, stirring)
2. Vegetables (cleaning, slicing, dicing, or peeling)
3. Fruit (cleaning, slicing, dicing or peeling)
D. Preparation of Desserts
1. Cake mixes (measuring, cracking of eggs, stirring or use of
mixer, and baking)
2. Frosting mixes and spreading of frosting (measuring, stirring
or use of mixer, and spreading)
3. Cookies from recipes or slice-and-bake.(measuring, cracking of
eggs, stirring, slicing, 'placing on sheet, and baking)
4. Custard and puddings, either instant or cooked (measuring,
stirring and top-of-the-range cooking)
E. Conduction of Nutritional Discussions
'1. Discussion of the nutrient value of the luncheon foods.
outlined above.
2. Discussion of planning of luncheon menus and reasons for
their food selection.
IV. Dinner
A. Preparation of meats
1. Hamburgers and hotdogs (frying,, turning, and boiling)
2. Chili, meatballs and meatloaf (measuring, dicing, cracking
of eggs, stirring, top-of-the-range cooking, and baking
3. One-dish meat casseroles (measuring, dicingotirring, baking)
4. Chicken and other meats (cleaning, frying, turning, broiling,
baking)
5. Stews (measuring, dicing, and top-of-the-range cooking)
B. Preparation of other casseroles (measuring, dicing, stirring,
and baking)
C. Preparation of potatoes (cleaning, peeling, top-of-the-range
cooking or baking)
D. Preparation of vegetables: canned or frozen (opening of can, top-
of-the-range cooking)
E. Preparation of salads (see Luncheon section)
F. Preparation of biscuits and dinner rolls: from recipe or refrigerated
(measuring, cracking of eggs, stirring, placing on sheet, baking)
G. Desserts (see Luncheon section)
1. Pies (measuring, stirring, roiling, filling, baking)
2. Candies: fudges, etc. (measuring, cracking of eggs, stirring,
use of mixer, top-of-the-range cooking)
H. Conduction of Nutritional Dicussions
1. Discussion of the nutrient values of the dinner foods outlined
above.
2. Discussion of planning dinner menus and reasons for their
food selection.
3. Discussion of breakfast, luncheon and dinner menus as a May,
dietary pattern, the purpose of this pattern being to fulfill
the four basic food group requirements.
4. Discussion of storage and rabeling of food items.
/
'5. Discussion of convenience foods and newiteme being placed.,
. 0
the market.
V. General Commits
A. For every food item to be prepared, the student should organize equip-
' most and ingredients.
B. For all food preparations, point out color, texture, shape, taste,
and smell of the food. Especially emphasize the color to the Student.
'r
110GRAM OF STUDY
'Age 10 and up
tare and Maintenance of equipment, an example
the proper care of household appliances can give greater effidiency and
Longer use to the sppliauce. Most appliances when purchased come with a
Ise and Care Manual. The'following is one specific exploration. Other
ippltances may differ from this one.
.ctivity: Exploration of a toaster.

1) Have the students examine a toaster. They should note thg following:
the cord and plug; the heating elements; the dials and levers; the
texture; the trap door; and any other parts of the toaster.
2) Explains how a toaster operates (electricity passes through the
heating elements which resists the flow of electricity, causing them
to get hot, which toasts the Irread). Since electricity is flowing
through the elements, ask the students what would hippen if an
object, such as a knife, were inserted in thertoaster while it was on:
What would happen if the heating element were to break? Items
should be removed from the toaster with the fingers after the
toaster has been shut off (mosetoasters automatically shut off,
when they pop up the toast). If the toast cannob be removed
with the fingers, the toaster should be turned upside down over
the sink or over some newspaper; the toaster should be shaken
to loosen the toast.
3) Explain how and why a toaster is cleaned. Crumbs from the toast
fall to the bottom of the toaster. These crumbs can burn or attract
bugs. Periodically the toaster should be cleaned. The toaster is
held over some paper or the sink. The trap door is opened (usually
there is a latch that releases the door), and the crumbs area shaken
into the sink. Since the toaster has been handled, fingerprints
and smudge. may appear (especially if it is stainless steel); the
toaster should be closed and a damp (not wet) cloth passed over
the surface to remove smudges and crumbs. A dry cloth is used
to remove streaks.
4) Generally, the part that goes wrong on most appliances is the
plug rather than the inner workings. Often this is because people
have pulled the plug out by the wire. 'Expensive repairs can be
avoided if one knows how to repair an electric plug. Bring in
several pieces of electric wire, a few plugs, a screwdriver and
a pliers. Also bring a knife and/or wire cutter.
Equipment:
electric cord (Optional equipment)
electric plug pliers
screwdriver wire cutter
knife
Steps:
1) With knife, splice cord down center groo ,e about one inch.
(There are two wires per cord. Splice tween them so the
rubber is cut). "Y" shape is produced.
CM NUESINANCE OP EQUIPMENT
2) With Intro or wire cutter remove about k inch of

insultation from both wires WITHOUT CUTTING THROUGH WIRES.
If using knife, circumscribe the insulation until knife
.cuts through the insulation.
3) Remove insulation from wire by pulling it off. If some
difficulty is encountered, cake sure. insulation is cut
'and then remove with pliers.
4) Twist each wire (working from end of insulation to top
of bare wire) so that the strands are not loose. Do both
wires (each one separately).
5) If using conventional plug, take plug and unscrew screws.
DO NOT UNSCREW ALL THE WAY! Leave about inch of thread
out. Put cord through shaft of plug, and tie in knot.
6) Wrap a wire around the shaft of each evarew. .Make sure all
of the Wire is around screw.
7) Tighten screws. Make sure all of the wire is under screw
and no strands are loose.
8) Place cardboard surace guard on plug.
Note: If work is to be done on an actual appliance 'cord, the
cord should be cut above the old plug or between the
appliance and the damaged area.
5) When work is completed and Cord appears in satisfactory condition,
have students recount their actions. Observe where their tools
are, then ask them if they know where they are. If they do know,
point out the positive aspects of knowing where one's tools are.
If they doet know, have the student explain what the positive
aspects of knowing the positions of one's'tools are.
'
6). Have students replace tools or ask them for some system of arranging
tools. For example: -screwdrivers in one drawer (or section), pliers
in another, nails, semis and bolts in another and so forth.
7) Have the student explain what his feelings are about himself after
he has completed ACTIVITY 4. Record these responses for later use.
\ 4
BUDGET CONCEPTS
Age 9 and up
I. Basic Budgetary Concepts

A. Starting at age nine through eleven oc so, the student should, be
exposed to basic budgetary concepts.
B. The student should be taught two basic budgetary-concepts: resources,
or sources of income and Categories of expenditures.
1. The former might include such sources of income as allowance,
money from birthday, etc. ,
2. The latter may include such expenditures as recreation, snacks,

miscellaneous, etc. This might also include money put into savings.
C. Have the student initAlly make a list of the following:
1. Have the student make a list of his or her sources of income
and the total amount coming from such sources.
2. Have the student make a list of categories of expenditures.
a. A decision of how much money 11 be set aside for each
category of expenditure mu be e. The amounts for'
each category will depend the individuals priorities.
b. The total amount given for expenditures should equal or fall
below the total amount of money available from the sources
Of income.
c. If total expenditures fall below total income, the money
remaining may be used in a following period.
D. Using the lists from above, a three-day ormeekly budgetary play
may belcept in braille.
1. Across the top of the page in a horizontal fashion, the sonreis
of income, Coati amounts, and the total should be brailled by
the student.
2. Under the sources of income, the categories of expenditures,
their amounts, and the total should be brailled.
a. There will be two kinds of expenditures involved.
b. The first group of expenditures will include the amounts
which the students plan to spend.
c. The second group will include the amounts actually spent.
3. A simple budgetary..plan which exemplifies the above is shown
below.
SOURCES OF INC = ALLOWANCE BIRTHDAY TOTAL
$2.50 $10.00 $12.50
EXPENDITURES PLANNED
RECREATION SAVINGS SNACKS CHURCH MISCELIANEOUS TOTAL

$3.00 $6.00 $2.00, .50 ,.00
.. : $12.50 , ,P
.Iii
ACTUAL EXPENDITURES f
$2.50 $3.00 $1.50 .50 . .70 $8.20 I

- $4.10 L
remainder !
available fOl
next week as
st source of ism
( .
, .
BEST COPY AVAILABLE
--BUDGET-COMPTS-----
Note:" The above is a weekly plan. During the week, if the student
finds that ht must spend more money from a certain category of
expenditure than planned, he must reduce his or her.expendlture
.in another area': As long income excedes expenditure, this
is fine.
4. As the student becomes more adept with budget planning, a mAthly

or yearly plan might be attempted.
II. Writing Checks
1) There are two ways to complete writing i check.
available thru any bank's
0 'One is to use a raisedline version,
It
system for ordering. It may be completed on'a typewriter.
certain amount,
also has a section stating the check is not over a
by denominations, that can be circled.
Another manner is to use a °cardboard template to complete certaip
sections of the check.
2) Practice is needed to keep an account of and balance the bank
method for the, student's
statement. Choose the most convenient
needs.
III. Money
1) identify coins through touch.
Penny - smooth edged
Nickel - slightly larger than a penny; smooth edged
Dime - smallest coin; ridged edge
Quarter much larger than a dime; ridged edge
Half dollar-- largest coin; ridged edge
a. Begin gradually teaching a few coins aad progress according
to the child's understanding of identification. This method
is able to recognize the differences. Play money should not
be used to avoid confusion. Computation Of coins will be
done in conjunction with the regular,math program.
2) Identify bills.
All blind and some partially sighted youngsters need.a sighted
person to identify their bills for them. once identification
has been made, the child should learn basic system for folding
money. This allows the child the ability to identify his own
bills through the fold.
It is generally best to leave dollar bills unfolded. Depending
on each child's preference,they should establish their own means
for folding other bills. Some poasibe ways include: fold
lengthwise; fold in half width-wise; fold in half end end
(width) twice; fold lengthwise and than width-wise; etc.
The easiest folding methods should be used for lesser denomination0
to make it more convenient for the child.. Also, to avoid
confusion, the one denomination should always be folded the same
way.
4,1
4,4
SELFCARE SKILLS
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4
SELF-CARE
Clothing Care
General
'AHanging Clothes
Polishing shoes
',Using a lint remover,
Folding a flat item
Turning garment right side out
Folding a brassiere
Folding a shirt.
Folding slacks ,
Folding socks
Folding underpants
Dressing
Fasteners .
Buckles
Buttons
Hooks and eyes
Snaps
Zipper
,. Undergarments
Brassiere. .
'Carnes, garter belts

Socks, nylons, panty hose
Slip
Underpants
Outergarments
Belt
Dress, pant dress
Pullover garment
Shirt, etc. with front opening
Skirt
Slacks
Tying a bow
Tying neckties
Hygiene
Bathing
Washing hands and face
Care of hair
Care of nails
Care of eyes
Care of ears
Care of nose
Care of feet
Dental Care
Deodoraut
Feminine hygiene
Make-up
ShavingiX
Toilet iataing
4 Self-Care
Eating
General,
Buttering bread
Cafeteria service
Use of condiments.
Cutting a.salad
Cutting meat.
Uting dressing or sauces
Exploration of place setting
Orientation to plite ;
\
Passing food
Bowing
labeling clothing
Making a-running stitch
Buttons
Threading a needle
Ktiottinga thread
Hemming
Iron-on patches
BEST 'COPY AVAILABLE
CLOTHING CARE
General
Age 5 and up
A. Establish places to keep clothing

1. Sufficient divided drawer space to separate certain articles
2. Sufficient closet space
a. Keep clothing separated
b. Don't place too close together
c. Hang up easily wrinkled clothing
Wear underclothes and play nlothes only once and then clean before
plaiing in drawers
C. Helpful hints
1. Send dry clean articles to cleaners periodically
2. It is important to brush clothes after they are worn
41
3. Store unused woolens in moth crystals
4. Use of deodorants will help in,keeping clothes cleaner longer.
5. Store mittens, gloves in pairs
6. Repair rips, tears, and replace missing buttons before putting
away, when possible
7. Stuff hat crowns with tissue to prevent crushing
8. Clean shoes and boots before putting away. Make sure they are dry.
D. Ar*Lnging clothes in closets
1. Child should be allowed to explore closet facilities
2. Inside of door can be utilized for shoe bags, hooks for robes, and
,towel racks
.3. Top shelf used for hats, mittens, boots, and seldom used for
clothing
4. Designate certain rod areas for certain clothing
a. Hangers should be hung in same direction
4 b. Different types of clothing should be separated or hang
coordinated outfits together
c. Good clothing can be hung at one end of pertaining section
5. Basket can be placed on floor for soiled clothing
E. Color coordination of clothing
1. Color, of article should be explained at time of purchase
2. Clothing bought should be color coordinated so it can be inter-,--:
changeable
3. The explanation of color, texture of materi&l, and other identifying
marks should be explained and reinforced
4. Explain also that plain colors are worn either together or with ...?*-44-
plaids or figured patterns
S. Periodically explain new fashion trends to the student
CLOTHING CARE BEST COPY AVAILABLE
Age 5 and up
Hanging Clothing
A. Hanging a ceiet, dress, shirt, blouse, sweater with open front

1. Finding the collar, place garment on table or bed surface.
2. 'Pull front edges together and straighten
sleeves outward.
3. Pick hanger up with dominant hand and with nondminant hand,
hold shoulder of garment.
4. :Insert hanger inside that shoulder.
S. Holding hanger in garient with nondominant hand, slightly .open
garment to place hanger inside other shoulder.
6. If possible, either button top button or zip to hold garment on
hanger. Check to be sure collar is tumed,down, shoulder seams
are properly on hanger and garment is centered.
7. Grasp hanger by hook and hang hook on rod so that hook is toward
the back of closet.
B. Hanging pants or slacks
1. Fold pants lengthwise (refer to folding clothes.) For the beginner,
and cuffs at right.
pants should have waist toward left side of table
2. Holding on to hook of hanger with left hand place flat edge (bottom)
of hanger next to cuff of slack,.
3. Reach through hanger tram the right with right hand where slack cuff
is and lift cuffs.-
4. Holding cuff in place, slide hanger toward waist stopping at a point
which is halfway Demean cuff and waist.
5. Lift hanger and be sure cuffs -and waist are meeting as slacks hang.
6. Pickup hanger with dominant hand,and hold pants by cuffs with non-
dominant hand. .
7. Put cuffs through hangar until they hang evenly (cuffs should meet
waistband after hung)
8. Grasp hanger by hook and hang hook on rod so that hook is tward
back of closet.
9. If pant !lingers are available, lay folded pants on flat surface.
a. Place hanger above pants et cuffs.
b. With thumb and index finger, push clamps together and insert
left corner of cuffs between clamps with right hand.
c. Reverse hands and insert right cuffs between clamps.
C. Hanging Skirts
1. Button at waist of skirt or'aip side or back.
2. Lay skirt en flat surface
3. Find waistband.
4. Insert ends of waistband into clamps as illustrated in hanging
pants above.
5. Sometimes it is necessary to hang nichts on wire hangers usizig
safety pins, when skirt hangers are not available.
.7%
CLOTHINJ CARE
Age*7 and up
Polishing of shoes
Methods: .1. Applying polish

a. In one hand, pick up shoe. Identify parts of shoes, -'ter
especially those that need particular polishing care

b. With other hand, take small damp cloth and clean shoe.
free of dust, starting attoe of shoe and working around.
c. Do same with other shoe.
d. Remove lid from polish container.
e. Pick up applicator and hold polish container with other
hand.
f. Using circular motion, get sufficient amount of polish
on cloth.
g. Pick up shoe in one hand and apply polish; using
circular motion, starting at toe.
toe
h. Repeat previous steps and pay particular attention to
and top of toe.
i. Do same with other shoe.
j. Allow time to dry (at least five minutes).
II. Shining shoes
a. Pick up shoe in one hand.
b. Pick uprolishing cloth in other hand.
with
c Using circular motion, starting at toe, rub shoe
soft cloth, working all the way around shoe.
d. Do same with other shoe.
III. Applying paste polish
a. With soft, damp_cloth, clean shoes free of dust and
grime.
b. Wetting hands, use soap and work lather into hands and
wrists and under fingernails until dry (hands will feel
somewhat sticky but not too unconfortable).
c. Open paste container.
cloth
d. With one hand, hold container and with other hand or
(with circular motion) get sufficitnt amount of paste
on fingers.
e. With circular motion, sta.ting at toe, apply polish, working
all the way around shoe.
f. Do same with other shoe.
g. While shoes are drying, wash hands thoroughly; dry them.
polish
If stepb was followed thorougnly, therecwill.be nu
left on fingers or under fingernails.
h. Shine shoes.
Hint: Proper care of shoes
1. Have designated place for keeping shoes when not being
used.
2. When putting shoe on, use shoe horn to keep from breaking
down back of shoe (or use thumb when no horn is available).
3. Polish shoes ait regular intervals.%.
Polishing of shoes
Materials: Small damp cloth for wiping dust and dirt off shoes
Shoes
Proper color of polish (paste or liquid)
'Polish applicator (small sponge or soft cloth)
Polishing cloth (or old sock)
Bar of.soap
Desired color of paste wax
.Soft damp cloth for cleaning shoes
Soft cloth for shining
4.1
4
'CLOTHING CARE
Alle,as needed
Ueing a lint remover
A. Types
1. Roller, type with tape/ 5
2. Clothes brush
3. Magnetic brush with oam rubber
0 4. Masking and scotch t pa
3. Vacuum type
6. Ball of nylon net
A. ROW to use
1. In using all of these types, start at the top of the garment
and work down, covering the entire garment.- Pay particular
attention to the aieati that rub together or come in contact with
tables, chairs, etc.
C. Most washers and dryers hava lint filters; therefore, clothing may
not have much lint. i
1.
CI
CLOTHING CARE
Age 5 and up
Folding a flat item
Some references recommend beginning with a washcloth, but something with

exact corners may be a better learning tool. It is recommended a hand-
kercheif or something of similar weight that has evenly cut sides for
beginning. Then vary materials and use squares and rectangles.
1. Use a solid flat surface on which to fold.
2. Align materials with edge of table by laying one edge of the material
touching all along side closest to person. Smooth out by placing
both hands side by side in the approximate center of the material and
gently moving them apart, right hand toward right edge and left hand
toward left edge. (Do not put too much pressure on the material.)
3. Identify the four r.orners and four edges.
4. Bring the left edge over to the right edge by placing the left hand
in the upper left hand corner and the right hand in the lower left
hand corner. Bring the upper corner on the right and the lower corners
together the same way.
5. Whi holding the upper corners together with the left hand and the
low r corner together with the right hand, pick them up and hold them
in ont of you.
6. Thenout corners that are being held below edge of the table in front
of self and slide material onto table over the table's edge and away
from the body until entire pieceis on surface of the table.
7. Sometimes one needs to place his hands in center and smooth toward
sides at this step.
8. Repeat 414 until material is small enough to put away.
..,,....1CLOTHINC CARL
Age S and up
Turning shirt or similar. garment right side out
1. Learn to recognize that the garment is inside out if the tag or seams
are on the outside.
2. 'Placing the garment on a flat surface with the hemline toward the body,
slip the hand into the garment and find the neckband. Pull the neck-
band through the bottom opening.
3. Holding up the garment by its neckband, insert one hand through one
sleeve to the cuff and pull. Rapes% for other sleeve. 4
4.
ar
O
CLOTHING CARE
'Age as needed
Folding
A) Brassieres
1. Place brassiere lengthwise on solid surface.
2. Fold in half between cups so.that cups fit. together.
3. Fold in half again so 0_141t fastenersare beneath the cups.
Shirts,, tops, sweaters, undershirts
1. identify parts.
2. Button, as needed, top and bottom button and every other-
one in between'
3. Place shirt front down on a flat surface, with shirt tail
at edge of table and neck away from ,self and each sleeve 4
smoothed out toward right or left.
4. Fold in half by bringing left half over to right half
matching up at these critical point,: underarms, shoUlders,.
side seams, sleeves.
a 5. Place left hand on armhole seam and use right hand to pick
1 A
up sleeve skt wrist having thumb ontpp and fingers against

surface of table.
6. Bring wrist of sleeve toward left and then toward bottom of,
--shirt-ending up with thumb down and fingers on top.
-,7. Bring neck down to meet bottom of shirt.
C) Slacks, shores, similar clothing with less
Hint: This is one folding job best started in midair.
1. Identify parts: waist,.. cuffs, center (fly) front, .11W-seams,
inside seam of leg.
2. Hold slacks at waist with hands at center front and center'.
back one hand at front and one at back. Thumb should be inside
slacks and fingers on outside.
1. Allow pants legs to hang 'down- towards floor.
4. Tuck waist edge up under chin, release hold on center front and
back, and elide hands down toward muffs elm; right and left
sides of pant legs.
5. When reaching the cuffs, be certain you are holding on to both
legs and then release waist CFom chin and let fall, so slacks
are now upside-down.
6. Find the inside seam and outside seam of each leg and hold them
all four together.
7. Lay out on flat surface and fold cuffs up to waist.
D) Socks
There are several methods of matching socks and getting them ready to
nut away.
1. One is to pair socks by safety pinning pairs together when brought.
Take pins off when putting locks on and :spin when taking them off.
. Pine will go through washer with no difficulty if socks are pinned
securely to toes.
2. Another alternative to pinning socks is to buy oily one colOr
.socks.
3. The third is to put one inside the other after the drying cycle
and matching thorn. . t
Folding
Lw
4. The last one is to match and,, fold them in the following manner.
a. Lay one sock on flat utiface ad toe is toward the right, heel
is in the center and cuff is toward the left.
b. .lay the mate of that sock on top matching toes, heels, cuffs.
.c.. Reposition sock so toe is toward person and cuff is away.
d. Roll sock starting at toe until reaching the cuff. To roll:
hold toes together with thumb underneath and against surface
and fingers on top. Turn hands away from you, so thumbs come
up and fingers are down. Holding sock in this position, move
thumbs and fingers so thumbs are underneath anf fingers on top,
'firat right hand then left, hand. Turn hands away from you again
and repeat process until the socks are completely rolled up.
e. Hold rolled pair:of socks in left hand so cuff is toward the
right. Place thumb of lefthand in outside cuff and hold
securely.
f.In outside cuff place right thumb and fingers next to left
thumb on otaside cuff. Fold bgck outside edge of cuff with
right hand so fingers rest against rolled up,sock and outside
.
edge is over on left side and covers up fingers of left hand

holding roll of socks. ;.
g. Slide left hand out.

E) Underpants
1. Identify parts: waist, Each leg, crotch, side seams (if present).
2. Place garment on a flat surface; with waistband lying along
surface's edge in front of person. 71g openings, one on rigiit
one on left, crotch'in center between leg openings should be
away from person and edge of table.
3. Bring left side of pants to right side.
4. Match left edge 6f waist with right edge of waist.
5. Match Ieft edge near leg opening with right edge near lag opening. ,
6. May fold waist up to crotc4 or leave with one fold.
(1
p
.1
DRESSING 1
0
S.
Fasteners buckling buckles (shoes and at waist)
1. Insert smooth end of belt under bar of the buckle.

2. Pull belt back to right on top of bar of buckle, until belt feels
\
;comfortably tight. .
3. Place index finger of right/ fiend over belt hole closest to bar.
4. Push the prong with left index.finier to the spot where the hole
is and push prong through hole.
5. Locate the buekle,bar on the other side with one hand and with the
free hand, bend the belt, eliding it under the bar or loop. ,-
6. Belt buckle should be centered. .
7. To unbucklb, reverse the above.prOcess.
.1
, d-
I 0
x/
/ BEST
DRESSING / COPY AVAILABLE
. /
;
Age as youwasipossible
Fasteners «- betons
"1. Pilid the top or bottom button and button holes.

-2. Find the button hole with one -thhib and grasp the button with the
other thurb and index ;Lager, placing the index finger on top of the
,
button
3. Cuide the button into the hole; then use the finger to help putl the
1
hole over the button.

4. 4If desired, use the other hand to pull the butto6 through.
5. Always button in sequence from top to bottom or vice versa. .
6. To unbutton, place index finger and thumb under materials at bptton

hole.
a. Using other hand, grasp button and push through button hole.
b. Pull out gently.
I
%,
1 '
a
---------------

Fasteners - hooks and eyes
hand on hook'
\ 1. To ihdpk the back neck of a dress, place thumb of left
and index finger under hook reaching in from neck edge.
finger. underneath eye.
`2.. Place% right thumborieie, and indexslid hook along thumb towards
3.\ Bringlhook towards right thumb and
nail nd slip into eye, when 'reaching end of right thumb.
4. \Hint: Recommend trying this on a dress ly5.ng flat in front of person
Wove putting dress on.
I
';
DRESS LNG
Age as young as pass ale
Fasteners -,tnaps
1. Place the index finger of the one hand on the top of the indented
half of the snap with the thumb underneath.
2. Place the index finger of the other hand on the knob with the thumb
underneath.
3. Bring the two index fingers, still on their proper places, together.
4. Lift index fingers off and insert knob into indentation.
5. Press firmly together until they "snap".
6. For unsnapping, reverse the above process and pull gently apart.
DRESSING
Fasteners - zipper
1. Front fly zipper

a. Use one hand, using thumb and index finger, grasp zipper tab.
b. Use free hand to grasp zipper bottom (or material) and pull gently
downward.
c. Pull upward with right hand to the top.
d. Presutab down over zipper to lock.
2. Back zipper
a. To zip up
1. With right hand (dominant) in back of dress, use index finger
and thumb to grasp zipper tab.
2. Use left hand to hold seam at bottom of zipper and stretch
downward.
3. Use right hand to pull tab up, toward neck. as far as you can
reach.
4. Take right arm over right shoulder to grasp tab and finish
pulling the zipper to the top.
5. To lock zipper, press tab down.
b. To unzip
1. Hold the garment on left side of the zipper with the thumb
and index finger of one hand.
2. Lift the tab with the free hand and grasp itl with thumb and
index finger.
,3. Slowly Push-the zipper down as far as possible.
4. Then put one hand around the back and continue pushing the zipper
down.
3. Separating zipper
a. Be sure the zipper tab is at bottom of the track.
b. Locate the smooth end of the zipper track with one hand, placing
the thumb on top and the index finger underneath.
c. Insert the smooth end of the zipper track into the hole on top
of slide. ,
d. Push the track down into the slide and stop so that it is secure.
e. Pull down on the jacket bottom with one hand while the free hand
pulls up the tab.
f. Press the tab down over the zipper to lock it.
DRESSING
Age as young as necessary
Undergarments
A) Brassiere
1. Identify parts of bra:1 cups, hooks and eyes, straps, underarm,
centerfront.
2. Method I
a. Lay bra front downlon flat surface..
b. Put arms through armhole first right, then left,
c. Pull bra up against body no stripe fit across Shoulders.
d. Starting at center front hands along bottom edge of
bra toward underarm and then on toward back until holding
each end of bil.
e. HoolO)ra by following instructions on Hooke and Eyes.
f. Lean over and place breast in cup for a firm and comfortable
fit.
3. Method II
a. Hook bra in front.
b. Turn until hooks are in back and cups in front.
c. Place arms into straps.
d. Pull straps until they fit.
4. Removing brassiere
a. Unhook it in back and slip the arms thru the straps.
b. Fold it properly and put away.
B) Girdles, garter belts
1. Run thumb and index finger around top of girdle to find label.
Label indicates top of, inside of, and back of girdles.
2. Turn girdle so that the label is next to body.
3. Holding girdle on both sides, roll top of girdle down and to the
outside for about one-half of the girdle.
4. Sit down on chair, bed, etc., insert one foot into leg opening
and then the othertfoot in to the other leg opening.
5. Work girdle up until bottom reaches about four inches above the
knee (about one hand length) .,
6. Stand up and grasp each side of girdle at the roll and unroll
pulling gently upward.
7. Make sure top of girdle is at waistband and feels comfortable.
8. Make any necessary adjustment.
9. If girdle has zipper or other fasteners follow procedure for the
type fastener.
10. Follow procedure for fastening nylons.
Garter belts
1. Run thumb and index finger along top to find label or seam. Label
or seam indicates top and inside of garter belt.
2. If the garter belt has hooks, with hose supporters hanging down, hold
side of garter belt with hooks in right hand and place rest of
garter belt around back of body and fasten bra -type. fasteners in front.
If no hooks, put on as girdle.
3. Run hands down garter belt, checking to see that supporters are hanging
in middle of front and back of legs.
4. Follow procedure for fastening nylons.
Undergarments
C) Procedure for fastening hose to girdle or garter bolt. (Note: Procedure

described is for right-handed people; opposite hands used for left*
handed people).
1.. With left hand, put thqmb between metal tab and cloth tab.
2. Grasp cloth tab aboVe disk with thumb on top, index finger 66nd
middle finger underneath.
3. Hose in right hand, pull top up and over disk.
4. Hold hose on cloth tab with thumb.
5. With right index finger and thumb, grasp above metal tab and push
tab down until. disk 'fits into Larger curve of metal tab.
6. Pull up metal tab to secure disk in small curve of metal tab.
". Pull down girdle over tabs and smooth.
D) ,Socks, nylons, panty hose

1. Putting on socks
a. Hold the sock by the toe and find heel.
b. Lay the sock flat and locate the cuff opening.
c. Insert thumbs into sack and gather up by placing fingers
outside the sock against thumbs and sliding sock up along
thumb. Continue to gather until toe is reached.
d. With hands remaining in that position put socks over toes,
then heel.
e. Pull the sock up until it is in place.
f. Repeat the above procedure with the other sock.
g. Be sure both socks are pulled up to the SAM point on both
legs.
2. Removing socks
a.. Place both thumbs inside the sock on either. side of the leg
and gather it dowp to heel; slip sock off foot.
b. Pull out the toe and straighten the sock.
c. Repeat procedure with other sock.
Recommendations
a. Obtain help in determining size, length and color shade.
b. Seamless, stretch hose are recommended.
c. Wear cotton gloves when putting on or taking off nylons to
avoid snags.
d, Nylons With heel and toe reinforcement are recommended.
E) Panty Hose
k,; 1. Locate tai in back.
2. Follow same procedure as puttin3 on sock.
3. Work one leg at a time to approximately the calf area.
4. Proceed with other foot.
5. Work each leg a short distance at a time.
6. Work pant area ov ©r hips as a pair of underpants.
F) Putting on a slip
1. Full slip
a. Identify parts first: Straps, hem, front, back.
S. To find the front of a slip, usually there is Lace on the front
bodice or it is cut higher than the back. The back is usually
cut straight across.
c. Lay the front down on a flat surface with the straps away from
person and hem close to edge of person and surface on which it
lies.
Undergarments
d. Slide armsinto slip starting at the hem and continue sliding L.
until reaching the opening et the top. Put right head between /*
right side of slip and right slip strap and the same for left
hand on left side.
e. Raise arms over head and put head in"between straps. Than pull
Aim dawn over rest of body.
2. Half slip
a Identify, parts
b. Either step into garment or slip it over head.
c. Silo seams should be aligned along the side of body.
0) Putting cm underpants
1, For the beginning dresser, place garment en a flat surface, with
waistband lying along surface's edge in front of person and one
leg opening o left and one on ri3ht with the crotch in the
middle.
'2. To find the front and back of the waist if there is no tag in
back or sides to identify it, match the edges of the legs
together and then look et the waist. The longer portion of the
waist is the back of the underpants.
3. Insert the thumbs into the waistband on the sides and held the
pants below the knees.
4. Step into the pants while holding the waistband, one foot at a time.
5. Pull the pants up to waist level.
6. If the fit is not comfortable, remove garment, turn around, and put
on again.
6,p
DRESSING
Age as young as poiltible
Outergarmenta
A) Putting on-a belt

1. With right hand grasp belt, putting thumb on under side of belt
and other fingers on outside of belt.
2. With left hand, locate first loop on left of garment closest to
center button or snap at waist.,
3. Holding belt against body, move belt towards loop.
4. Put thumb and index finger of left hand through loop,' grasp belt
and gently pull towards left, through loop.
. 5. For any loops behind body, reverse hands.
6. Locate next loop by moving hand to the left.
7. See further instructions for buckling belt.
B) Putting on a dress
1. Dress
a. Place the dress-on a flat surface or over a chair back, making
sure the back of the dress is 'up.
b. Hold the bottom of the dress steady with the left band while
.sliding the right hand up the body of the dress through the
sleeve.
ce Insert the left arm in other sleeve and put head through neck
.opening.
d. Grasp the bottom of the dna's and pull it down'over the body.
-4 Close any fasteners.
2. Pant dress
a. Hold the dress in the middle and let dress fall in half in the
front of the body and step thru the opening or the legs one
at a time.
b. Pull the dress to the waist, then up around the shoulders, slip
in the arms.
c. Close any fasteners.
C) Putting on pullover garment(T-shirt, sweater, etc.)
1. Lay item on flat surface.
2. Find Mc% of item by location tag.
3. Grasp lower edge of back of item and gather up. Raise arms up
above head and pull over head. Place hands in arm holes and extend
arms. Pull item down. Or place arms in fit and pull down over
head.
4. If it doesn't feel comfortable, take it off, turn it around, dnd
put on again.
D) Putting on shirt, sweater, dress with front opening
I. Arrange shirt on flat surface so the front is up and the back is
lying on t? surface.
2. Place left hand on the right front of the shirt at te: neck.
3. Slip the right hand into the right sleeve of the garment while the
left hand slides the garment across the back behind the head.
4
a 4
Outeigarments
4. Once right hand and arm is comfortably in sleeve, hold left front,
at neck whi!.e the left hand reaches over left shoulder and pulls
the garment up over back and slides hand into sleeve.
5. To turn collar dawn, place fingers inside shirt collar (right hand
on right and left hand on left) with fingernails touching neck, and
thumbs Hold!ng onto the collar, bring fingers toward
outside and lying thumbs down against neck and ohmic:ere. Slide
hands toward back of collar to make sure ,.it itturneedown similarly
in back.
6. Removing the garment
a. Locate and unbotton the top button and continue to unbutton the
garment until-the bottom button it reached or unaip the zipper.
b. Take the garment on both sides of the front opening and pull
it back over the shoulders.
c. Reach the right hand around the back and grasp the cuff ofthe
sleeve. Pull on the sleeve and ease the left arm out.. Bring'
the left arm across the front of the body, grasp the right
cuff with thi left hand. and ease the right arm out.
2) Putting on a skirt
1. Putting on a skirt.
a. Unee all faeteners.
b. Place the skirt on a flat surface with the front of the skirt
facing the flat surface. ,Slide the arms inside the skirt and
slide it over the shoulders and down the body so that the
waistband is at the waist,
c. As an tlternete method, one may hold the skirt in front of the
body a, ch the back of the skirt not to the body, step into she
skirt, and pull it up until the waistband is at the wart.
d. If needed, tuck in the colouse.
e. Fasten the skirt.
2. Removing a skirt.
a. Undo 0.1 fasteners.
b. Place the hands in the waistband st the eidea of the body (rightr'''
hind at the right side and left hand at the left side), slide
the skirt down the Inge, and step out of it.
F) Putting slacks on
1. !e sure zipper and fasteners are undonts.
2. Hold slacks in front of body with thumbs on the inside of the ,
waistband, making certain the opening is in front of the bed); for u

front tipper, left Hide of the body for a else zipper.
3. tower slacks below knee level and step into them.
4. Wee slacks to waist,
5. To adjust a button shirt under slacks, be sure buck shin; tail is
pulled down. Grasp the front corners ani pull together And down.
Tuck front corners between legs and pull alecks up to the waist
and fasten.
6. It slacks have cuffs, be sure 'they are tqrned up and in place.
7. Always wear a belt with slacks that have belt loops.
8. Putting nn slacks with a gathered waist.
a. Lay slacks on Elm; surface with legs side by Oda, me on right,
one on left.
b. Locate seam in crotch where four seams meet.
c. Hold that 'place with one hand and slide other hand up to waist
along center seam.
3
Outergarments
-
d. The waist 41110not,Wmatehing up, and the loagect part will
'4
be the back,
e. Once you have found the back. proceed as for putting on other
slacks.
9. Removing slacks.
a. Remove shoes, unbuckle belt, and onfasmi slacks..
b. Insert thumbs on eact side at the waistband and slide the slacks,/
down to the ankles.
c. Step out of the slacks while ho.ding the 4aistband with-one band.
Remove belt and put away slacks.
,. a
"14
tl
BEST COPY. AVAILABLE
DRESSING
Age as }young as possible
Typig a bow
1. Learn to'tie a bow first by putting a string for a piece of yarn, or.'
rope that is not too thin,but not so bulky'it does not bend easily)
around waist to be tied in front. The string should measure the
measureme-t of the waist plus two or three feat.
2. Holding one string.inolght hand 'and- one.string-in left: hand, cross'
left hand over right at the same time putting striag which was in
right hand into left hand and string which was in. left'hand into right
hand.
3. Hold string in right hand next to body and push it under string around
waist from below towards top and pull out toward.right^
4. With string tt each hand pull until tight.
5. Release string In left hand and use loft hand to hold knot which is
where two strings cross. /
6. Slide right hand along toward end of string away from body about six ,
inches and holding on to that point, with thumb and next two, fingers,
bring it back to knot and pick up right string where it comes from
the knot. This will make the loop. Makethe loop stick out towards
the left.
7. Pick up left string with left hand and bring string up over the right °.
thumb and down over the fingers which are holding the loop being caref91
not to get the loop mixed up witk the left string.
8. After passing the right hand etagere; continue bringing string close to
body and then rue left index finger to push string between right thumb
and string wrapped around thumb. Purb towards the right.
9. Very carefully, letgo of loop being held in right hand and pick up
loop being formed by left index finger and hold with thumb and index
finger with righe hand. Thl left hand should then pull the loop that 4
was originally held by the fight hand.

10. Pull both loops until tight...
11. This is very complicated procedure and should be tried in stages.
For example: Practice 1-4 several times
Then continue and do 5-6 several time
Then continue and do 6-10 several tiveil.
12. Chang the type and size of string and practice with it.
13. Then tie a shoe holding the shoe in the lap, and finally on the foot.
,.
a.
. . ...
.
DRESSING
0
.
,Agi4 8 and .up '
pa .
y
.
Neckties
., .
.
/ A). ,.
Tying cfour-in-hand tie

. / 1. 'To tie a simple knot in'a necktie, place thenecktie around the .
,
nec'c With the thinner lide over the left shoulder. Check to
make sure the seam,is underneath. The left side should usually
. be just above the belt (approximately a palm width from belt).
2. Cross the right side'Over the left shoulder. Check to make .
sure the seam is undernehr

,
. . .
. 3.0.Cross the right side over the left, close to.the neck. Place '
t the thumb_of the right handttinderneath the cross and the index
.finger 03 top. Hold this*securely. t. ,
. e 4:..Geasp the thicker end'of the tie, which was just 'crossed to the
left, with the left hand, rnumb,on bottom and fingers on ti.v.
*-push.it back under' the cross' to the right side so that the seam,
'Le now up.
/ ..
.
.
Release the left hand, bringing it over top of the cross ,and the
other hand to regrasp the thick pact cl the tie with the fingers
- on' top, thumb on bottom. Flipthe tie 'over the cross and the
tindex finger which to holding /t.- Ihe seam is mkt on the underside.
6.- Push 64 -tie up through the 'part of the tie that ivaround the
left side of the neck and let it drop with the seam down over .
thb cross. .. .
7. Grasp the end cifIthe wide end of tie and put ft through the loop
.°-.
from top to botteM that is marked by the index finger. Release
the right hand and pull gently so that the knot becomes tight.
. - ,. 8. Hold onto the undep flap of the tie with the left hand and push
the knotvup to the neck with the right hand.
9. Do not let the bottodflap4hang below the top. If it is, it can
be corrected by starting over:and making the left side of tie
vhigher before starting to tie.
1,
10. Learn to put on various type of tie clasp°.
,.
Clip-bn bow tie e

-'11) .,
t. 1. Button 'op button of shirt.

2. Hold tie in'-bosh hands, clip side up. With thlmb and forefinger.,
..
press doWnsiard to release .clip. 4
'3. ,Put and of thumb of right hand against neck button. .1
4. With thumb and forefinger of left hand hoXd collar out. Slip
collar between clips and prase down firmly.
.
Se Repeat said process on other side °of -Cellar.
C) :Pre -tied long Cie ) ,
1. Button top button on shirt.

2, Raise clip with thumb and forefinger with right hand. \..
3. With .left hand, hold shirt collar at neck and pull out.
4. .Tte tie up toward chin and insert clip over top shirt button behind
- .material.' .
.
5. Adjust collar tabs ovet'edge of pre-tied knot. '.

11.
. .
\
.
.
4
HYGIENE
Age as yoUng as possib
Bathing
A) Bathtub bathing
1. Allow child to exp. e and experiment with bathroom fix;ittes
under supervision.
2. To fill the tub; clot .'rain, turn water on, adjust temperature,
Place fingertips pointing down to bottom of tub and when water
depth is up to wrist or desired depth, turnater off.
3. Place washcloth on edge of tub, hang towel nearby; remove clothes,
get in tub.
4.. Lather hands as necessary and lather body rubbing circular motions.
a. Start with face,and avoid getting soap in eyes. .
b. Soap entire body, giving extra care to ears, underarms, hands,

feet, genital areas, back, arms, legs.
c. Replace soap on dish or rack.
d. Scrub with wash cloth if desired.
5.: Rinse washcloth thoroughly. Rinse entire body remembering those
areas mentioned in a and b above. .
6. Opendrain, step out of tut.. (Young child may need assistance to

developsafe method of exit).
7. With towel, dry body rememberSrg mentioned above. To dry back,
place towel with one hand over shoulder and with other hand16clutch
. free end of towel near waist. Move towel back and .forth side to
side, up and down until dry. Then switch hands, repeat. procedure.
' 8. Hang up towel and washcloth, put on robe and slippers, rinse out tub.
B) Shower bathing
1, Place towel and washcloth near shower.
2. Remove bathrobe and hang up.
3. Let child examine or explore shower under supervision. Orient child
to hot and cold water knobs and shower head, plus controls for water
flow, shower door or curtain.
4. Get into shower, and close door or pull curtain. Regulate water '
temperature.
S. Lather hands and start lathering body, starting at top and working
4
down; face, ears, neck, chest, arms, underarms, and stomach, back,
genital areas, legs, and feet. Use wash cloth to scrub if desired.
6. Stand under shower and rinse all parts of body well. Use hands to
make sure soap is removed fraR all parts of thl body.
. 7. Teach child proper procedure in turning o:f water,
8. Get out of shower stall, stepping onto mat placed in front of stall.
9. Dry body using same method mentioned in section on tub bathing.
C) Spnge bathing
X. Explain reasons for sponge bath rather than shower or bath.
2. Specific steps utilise materials similar to regular bathing
directions, dependent upon area involved, i.e., wash c:oth,
towel.
jl
IMO
4
'HYGIENE I 4.

4
A) Hands
1. Orient chilli to basin, usual location of soap, knobs, wash cloth.
2. Place hands on knobs and turn hot and cold water on.
3. Pick up soap.
4. 'With soap in hand,, rub hands together.' Place soap back in proper
location. ,
5. Rub palms of hands together to work up lather.

a. Put right palm on back of left hand and rub.
b. Put left palm on back of right hand and rub.
c. With fingers, wash between fingers and fingertips Of opposite
handi.
6. With water still running, pu¢ hands in stream at water to rinse,
4
a. Rub palms of hands together.
b. Put right palm on back of left hand and rub.
c. .Put left palm on back of right hand and.rub.
d. With fingers rinse between fingers of opposite hands.
7. Place hands on knots and turn water off. A.
8. Find towel to dry hands.
a., Rub palms and back of hands and between fingers with towel'
until dry.
b. If paper towel, find wastebasket and discard.
c.. If'cltith towel, find towel rack and replace.
B)- Face
1. Get towel and washcloth from proper place.
2. Find sink and close the drain with stopper or drain lever.
3. Regulate water to desired temperature.
4. Put washcloth in water.
5. Fold washcloth in half and twist to squeeze out excess water.
6. Place washcloth, unfolded, in palm of one hand and use it to
rinse face.
7. Lather hands.
8. Put soap back.
9.. Wash'cheeks in circular motion back to ears and incleding ears.
10. Wash forhead and eye area in circular motion up to hairline.
11. Wash nose, chin and mouth area in same motions Provide guidance
of hands as necessary.
12. Scrub area with washcloth.
13. Place washcloth in water to rinse free of soap. Squeeze out excess
water.
14. Rinse face with washcloth in ,same pattern as washing,
15. Repeat/until all soap is removed and check with fingers that all
soap.
16. Lay washcloth on Lack of sink.
17. Remove stopper from drain and rinse sink.
18. Dry face in same manner as washing and rinsing.

19. ,Return towel and washcloth to proper place.
20. Check clothing to be sure nothing has spilled on front.
21 If acne or skin problems occur, use appropriate medicated soap
or other products. b
HYGIENE
Age as young as possible, depending upon the maturity of the individual
Care of hair
1. General
A hairstyle should be selected with the individual's facial features
and care capabilities in mind. Current trends in styles should be
explained. It "should be explained also that one's hair style reflects
one's personality.
2. Washing hair
a. Collect items; shampoo in plastic bottle, towel, cream rinse
(if desired), or other items needed.
b. Place items in order to be used on sink.
c. If washing in sink: acquaint them with faucets. Adjust water
temperature. Fill sink half full.
d. Wet hair by bending forward with head as low in bowl as possible,
keeping eyes closed.
e. Dip a cup in sink, fill with water, and pour over hair repeating
until hair is completely wet.
f. Raise head slightly and reach for shampoo. Take cap off and place
on sink, place free hand on top of bottle, tip slightly until a
small amount of shampoo pours into hand. Return bottle to 'sink.
g. Rub hands together and apply to hair, covering entire head.
h. With massaging motion and firm pressure, work shampoo into hair
and scalp using the tips of all fingers, NEVER THE NAILS, for at
least three minutes. Be sure to massage into hair above forehead,
beside both ears, top of head, back of head.
i. Rinse out first shampoo, using cup to pour rinse water over head.
j. Repeat, steps f,g,h rinsing more thoroughly this time. Refill sink
with clean water. Remove all traces of shampoo by holding head
under faucet and by filling cup with rinse water and-pouring over
head.
k. If using cream rinse, follow directions of cream rinse instructions
on package.
1. Turn off water, squeezing excess water from hair, place towel
around head. Recap all bottles. 0
m. Hair should be kept gleaming and attractive with a shampoo once

weekly (or more often if the hair is inclined to be oily). Choose
a shampoo with specific qualities.,te serve the individual's need.
3. Brushing hair
a. Take the brush in one hand and place it on the crown of the head.
Use downward strokes from the crown toward the ear and ends of the
hair on one side of the head, repeating,several times.
b. Continue the brushing process at the back and on the other side of
the head.
c. Lift the hair at the back of the head with the hands and brush
underneath in an outward motion from the head to the ends of the
hair. Brush back into place.
d. If desired, brush the hair in different directions, depending upon
the individual hair style (forward, straight back, or toward one side).
Care of hair e-1
e. The brush should be cleaned after each brushing by running a comb

through the bristles of the brush to remove loose hair strands.
f. It is advisable to thoroughly wash the brush and comb in warm,
soapy water several times a week.
4. Parting hair
a. Holding a comb in one hand, place it at the top of the back of
the head, and comb all the hair on the top down over the forehead.
b. Find the place on top back of head to start thepart.
c. Practice drawing a straight line from this point to the forehead
with the index finger, using a specific feature on the face as a
point of reference. (For a center point, the nose may be used; for
side parts, the arch or middle of an eyebrow may be used.),
d. Holding the comb at an angle, place its tip at the crown of the
head and slowly pull it to the front of the head. The forefinger
of the free hand should be used as a guide by placing at front end
of part at hairline of forehead.
e. When the front of the head is reached, use the free hand to separate
all the hair away from the tip of the comb, while leaving the comb
in place, and smooth it down to one side.
f. Carefully comb the hair next to the comb down the desired side of
the head.
g. Run the fingers down the part to be sure it is straight; if it is
not, repeat the above process.
h. To make a part for braiding, continue the center part from the crown
to the back of the neck. For parts extending horizontally across
the back of the head, other points of reference, such as the back
of the ears, may be used.
5. Use of hair spray.
a. Aftbr styling the hair, shake the can of hair spray, and remove its
cap.
b. Holding the can in a fairly upright position, locate the hole inIthe
nozzle and point it at the hair. Hold can be placing the index fingei
of the right hand on Ole top of the nozzle pnd the remaining fingers
and thumb of the right hand around the can.
c. While pressing the nozzle with the index finger, move the can around
the head approximately 10 inches from the head (or a hand spread
away) in order to spray all areas requiring it for three or four
seconds.
d. Replace the cap on'the can and replace the cea in a cool storage area.
6. Setting and rolling hair
a. Assemble: comb, rollers, clips, setting lotion, glass of water
and a place on table.
b. Be seated on straight chair at desk or dresser.
c. Arrange from left to right: comb, rollers, clips, wave set, if used.
(if right handed).
d. Put in palm of hand setting gel, place hands together then pat all
over hair.
e. Comb hair in direction you plan to place rollers.
f. Depending upon the size of the roller and the style you wish to
achieve, section off with your fingers one small area of hair.
Starting at the crown, lay roller over area where you intend to use
the roller. Holding roller between thumb and forefinger, lift up
roller slightly. With other hand, grasp hair immediately beneath
roller and lift up. Taking roller place half way up the shaft of
hair. Slide it slowly to the end, keeping thumb and fingers on the
hair and roller; roll the hair slowly making certain all strange
Care of hair /
are on the roller. Hold roller firm to scalp. Use bobby pin,
clip, or pick to secure to head.
g. Repeat procedure for remaining sections.
h. ,Use hair spray when necessary.
7. Teasing hair
a.: Brush and Comb into basic style. (See instructions)
b. Decide which area of hair will be teased.
c. Part off small sections, holding section in left hand. Starting
three fourths of the way up the shaft with comb, push down toward
scalp, once firmly, then make short strokes up the hair shaft.
After doing this in all areas, smooth over the top with comb,
fitting it in with the rest of the hair style.
e. Don't comb completely through in the area that your have teased. Smooth
this over lightly with comb or brush.
1
HYGIENE
Age 8 and up
Care of nails
A) Manicure
1. Cuticle care
a. Wash hand thoroughly using a nail brush to scrub around and
under the nails. Dry them well. If desired, a cuticle cream
may be applied to each cuticle to soften it.
b. Wrap a towel or wash cloth firmly around the thumb or index
finger and push the cuticle orange stick wrapped in a moistened
cotton ball.
c. Feel for the hangnails with the fingers and cut the hangnails 'y
with nail scissors or clippers.
d. Cleaning of nails
1) Clean under the fingernails by inserting the tip of an
orange stick or other pointed nail-cleaning instrument
and moving it back and forth. Being sure to clean the corners.
2) Begin with the thumb and proceed to the others.
e. Clipping and shaping fingernails
'1) Clippers
a. Learn to open clippers,
b. Grasp the clippers in one hand, placing the thumb on the
top level and resting the base of the clippers on the
curled index finger. Curl the remaining fingers around
the clippers.
c. Place the nail between the cutting edges of the clippers
and press on the top lever with the thumb until a "clip"
sound is heard.
d. If necessary, clip again to even edges or file any ragged
edges.
2) Nail file 1r Pmery hoprd ('cr t:Ingcrnails only)
a. Hold the file or board near the end between the thumb
and fingertips.
b. Place the file near the edge of the nail and file from
side to center to opposite side, shaping the nail
to an oval, or rocate fingernail side to side while holding
on stationary emery board.
c. Use the fine side of the emery board for shaping and the
rough side for reducing the length of the nail.
3) Nail scissors
a. Place the thumb and index fingers through the metal loops
with the thumb on top.
b. Cut the nail, making sure the curve of the scissors fits
the contour of the nail.
c. Wash hands after clipping and shaping.
Care of nails BEST COPY AVAILABLE
f. Application of nail polish

1) When first beginning to wear nail pol sh,,use clear polish.
Later, there will be plenty of time t experiment with
polishes of various colors.
2) Use polish remover to make sure nails are completely clean.
Open the bottle, place the index finger over a wad of tissue
or a cotton ball and place it on the opening of the bottle.
Tip the bottle until the tissue or cotton ball is moist.
Rub the moist tissue or cotton ball over the nail until
all the polish is removed. One may determira this by rubbing
a fingertip over the nail which should no longer feel glazed. '
Continue this process with each nail, being sure to turn the
tissue or cotton ball to a clean side each time. Replace the,
cap on the bottle and discard the used tissue or cotton ball,
3) Give the nails a good manicure before starting to polish them..
4) Shake the bottle of nail polish before opening it.
5) Open the nail polish bottle by loosening its top. Olrush
is attached to the top.)
6) Working over a piece of paper will help to protect the
table.
7) Place the polish bottle next to the little finger of the
hand to be polished'so that contact can be easily maintained
in order to keep track of where the bottle is located.
8) Spread the hand flat on the paper.
9) Develop a systematic way of polishing nails in order.
10) Take the brush by the top, remove it from the bottle and as it
is brought out of the bottle, brush it on the lip of the bottle
to remove excess polish.
11) To polish each nail, start on the middle of the nail at its
base. Bring the brush straight: out to the edge of the nail.
Work slightly on either side of the middle of the nail,
repeating the same process. Then continue to the other side
of the nail.
12) Do not pause when taking a stroke, or the polish will not
spread smoothly. All strokes should be in the same direction.
13) After the first stroke, rotate the brush. Dip the brush into
the bottle and repeat tha process for the next finger.
14) Do one hand and then lot it dry.
15) After both hands have been polished and are dry, peel off the
excess around the sides of the nails.
16) Before placing the brush back into the bottle, clean the
outside neck of the bottle and the inside.of the cap with
a cotton ball or tissue moistened with polish remover.
17) If the polish chips, remove it, and repolish the nail.
18) Coordinate the nat,1 polish with clothing being worn.
B) Pedicure
1. Collect all items needed! toenail clippers, emery board, orange
stick, cuticle cream, basin of warm soapy water, toenail brush.
2. Have child feel nail to see if it needs trimming.
3. Teach them how to use clippers.
4. It is easier to cut toenails after bathing or soaking feet in water.
5. Use clipper and clip straight across as to avoid in-grown nails.
6. Use emery board to file off rough edges.
7. If desired, polish can now.be applied.
HYGIENE
Caring.for eyes
A. To wash around eyes: Articles needed: (1) Wash clothN(2) Towel (3) warm water.,
1. Use warm water in basins-do nut use soap.
2. Dip cloth in water and squeeze out excess water so thatNiloth is
damp.
3. Close eye gently.
4. Start at the corner of the eyI4, nearest nose, wipe corner of eye,
upper and lower lid and outer corner including cheek bone area.
(It is important to wash from nose toward ear so as not to lodge
matter near tear duct area.)
5. Pat washed area gently with soft, clean towel.
B. Recommendations
1. Keep objects, including fingers. out of eyes.
2. Be certain to keep the eyes clear of matter by wiping the surrounding
area with a tissue when necessary.
3. Learn to take out prosthetic eyes, and to rinse and rerlace them.
(This procedure wil vary greatly with the individual.).
4. Learn to properly and safely clean eyeglasses, remembering to wipe off
frames.
5. Consult an ophthalmologist if any eye irritation is present.
dYCIVNE .
Age 4 and up
Caring Zur the ears
A. Washing
1. Show the child how to extend the index finger (point).
2. \Place the exttlded finger in the center of the washcloth that
has been dipped in warm water and soap rod rung out.
3. P3.ace covered finger in the ear and using circulat triotionP wash
from the middle cf the ear to the outside portion.
4. Remove finger and rinse cloth.
5. Using soapy cloth wash behind the ear proceeding from the top of
tha ear to the lobe. Scrub gently.
6. Rinse cloth, ring mat and rinse areas washed.
7. Use same procedUrets for both ears.
B. Recommendations
1. Never clean the ears with pointed objects; do la, use cotton
swabs (Q-tips).
2. Accumulation of wax or the removing of foreigu objects should be
removed by a qualified person (nurse or doctor).
4.
XY41ENS
Age 4 and up
Caring for nose
A. Recommendations
1. Always, carry a handkerchief or tissues. (Tissues prove to be
more saAtary for youngsters.)
2. Do .not probe nostrils tAth foreign. objects (i.e.,, fingers, Q-tips,
etc.)
3. Do nol pull or (Av.: hair inside nose.
B. Blowing nose
1. Cover nose and mouth with tissue or handkerchief.
2. Blow bath nostrils gently at the)same time quietly and discreetly.
3. Repeat t'e process an necessary.
4. Carefully wipe the outside of the nose until.lt is clean, using
another tissue or clean part of the handkerchief.
S. Musing tissue, discard in nearest receptacle. If using handkerchief,
fold carefully and replace in pocket,
;;
a
HYGIENE
Age 4 and-up
O
Care of the feet
I. bath thoroughly to prevent perspiration odors.

2. Dry well to wreveut Ilngtss irfection.
3. Care of athlete's foot (cracking between toes) as needed.
f+. Use of foot plwder or spray.
a. Determine type, use and placemitat.
w.
b. Apply in sitting position, preferably in bathroom.
Materials: R. K. Hugheb
Western 'Penn. School for Blind Children
Pittsburgh, Penn. 15213
of 1.--.1.M.iat
Herbert Yahraes
Public Affairs Committee
. Library!, of Congress
BEST COPY AVAILABLE
HvGIENE
0
Ageivuberty
Care of skin
'The oil land in the ski: become much more active during teen years. The
result is often a combination of blackheads and pimples. This, condition
usually goesimay as you grow older, but that doesn't mean that you can't
d-, something about, it now. Here'sUhat to do to improve mild skin problems.
(If you have a serious skin problem, consul!. a doctor.)
1) Wash your face at least twice "a day, working up a good lather of warm
water and soap with clean/hands. Rinse thoroughly with warm water.
Splash with cold water,/then pat face dry with a towel. Remember', ".
easy does it. Ifyou'rub your face so hard the skin becomes irritated,
yaLk'll do more harm-'than good.
2) FolloW with a clear akin lotion thAt combats oilness.
3). Oily heir and skin problems often go togeth6r. So, waoh your hair.
twice a week -more often. if it io very oily.
--4) Keep your fingers away from your fete and your badk - don't squeeze
pimples.
5) Keep everything that touches your face or hair completely clean
. washcloth, towel, comb, brush, pillowcase. And use-onlli your own!
-6) Watch your diet. Many doctors recommea that you avoid Chocolate,
nuts, pcsnut butter, exdessively fatty foods and soda fountain &irk.
..
Drink lots of water.
7) Get enough sleep and outdoor exercise.
8) Finally, don't worry about your skin problems. Remember you are not
alone; many great men have had the same trouble, at your age. Emotional
upsets-worry-stress and strain may make. your skin flare up. .Do
everything possible to improve the condition, and then forget it!
puns
4'
Dental tare
A. Brushing of teithq
1. Remove the cap from the tube and place it to the side and back
of the sink so that it will not roll'inte the basin.
2. Wet one's toothbrush in cold water.
3. Place the brush in the left hand, holding the bristles upward
between the forefinger and thumb with the bristles sligiAly
love! than the tip of the fingers. The handle should extend
back to the palm of the hand, parallel with the finger and the
thUmb.
. 4. Take the toothpaste in the right hand and hold the nozzle on the
bristles, tilt the tube at a slight angle (43 degrees).
''5, Diking the thumb and forefinger as guides and stafting with the
bristles nearest the handle, gently litmus the pasta onto the
brush whi;.s pulling the tube until the opposite end of the brush
is reached. Put toothbrush (bristle'end) in couth'end put the cap
'on the toothpaste tube and return it to its proper place.
6. Place the toothbrush in the dominant hand.
7. .Clean the inside and outside surfaces of the teeth by brushing in up.
and down motions from the. gums to the grinding ,surfaces of each
tooth.
$: Clein the grindlig surface; brush back, forward, and sideways,
forcing the bristles into the crevices and grooves. (Gently
brush gums and tongue, include all areas of mouth.)
9. To eject the paste from the mouth, place the hands on tie aide of
the basin as a guide, and lean.over the sink to make sure the
basin is not missed.
1G. Rinse the brush thoroughly.
11. Brush ateas mentioned above again with water to rinse. Eject
water from mouth.
12. Rinse brush thoroughly.
13. Rinse mouth with water, swish and then Owl.
14. 'Rinse out the basin of the sink.
o
B. Mouthwash.
1. Pour a,emall amount of mouthwash from the bottle into a glass by
placing the neck of the bottle on the rim of the glees and by using
the index finger and/or length pf pouring time asra clue to the
amount poured.
2. Take a sip of mouthwash, lean the head back, and rinse it throughout,
the mouth.'
3. Eject the mouthwash with the same technique used with the toothpaste,
keeping the body .well back from sink so as not tfriet the mouthwash
on any clothing.
A. Rinse out the sink.
C. Using dental floes
Extract a length of dental floss, elide it between the tooth and move it
up and down, back to front to remove any food, particles.
.
HYGIENE
AV as needed
3
Deodorant'
A. Recommendations
1. Make sure armpit area is clean and.dry and clothing is not near
this area.
Find most effective one for individual. It may
2. Apply deodoranc.
be necessary to change brands when effectivenass decreases.
B. Spray type
1. Shake container, remove cap and place in familiar location.
2. Extend one arm vertically.
3. Find the hole in the nozzle head with index finger of free
4. Hold can four to five inches away from skin.
5. Press firmly on the top of the nozzle directing spray at the armpits...
cover all sections using two or three short sprays.
6. Repeat process with other arm.
7. Replace cap.
C. Roll-on type
1. Shake container, remove top,
2. Extend one arm vertically. ,
3. Hold the bottle in the free hand and roll onto the skin with a
circular motion. beginning at the top'of the armpit and moving
downward until the entire area is covered (2 or 3 seconds):
4. Repeat the process with the,othor arm.
5. Replace top securely.
D. Stick type
1. Remove top of container.
2. Place container in one hand. with index finger horizontally along
top edge approXimately half the width of finger.
3. Push deodorant out untilop of stick reaches middle of finger.
4. Apply in same manner as roll-on.
5. Repeat the process with other arm.
6. Replace top securely.
E. Cream type
1, Remove top of Jar or cap from tube.
2. Jar type.
a. Move the first three fingers of one hand across the cream until
there is enough cream to begin to spread.
3. .Tube type.
'R.
.
Place tub nozzle on index finger of free hand and squeeze gently
across to ring finger.
4. Apply the cream using a circular motion of fingertips, beginning at
the top of the armpit and moyIng downward until entire area
covered. (Rub in thoroughly).
5. Repeat the process with the other arm.
6. Replace top or cap.
7. Wash the hands to remove the excess cream from the fingers.
11,
FIGIENE 4
BEST COPY AVAILABLE

Age.Ptiiberty, 7 .
Cs
^Feminine Hygiene Q
Menstruation, is is normal, regular cycle of wvmen that may begin as early

ae nine years of age and may continue into the late fifties. le consists'
of the, discharge orblood, secretions, and tissue debris from the uterus that
occurs in non-pregnant, child-bearing-age femalts at approximately monthly
intervald. The period of discharge usually lasts from three-toekeven days,
'r
beginning about every twenty-eighth day.
The =sat of menstruation is preceded or accompanied by noticeable changes in

the female: development of breasts, activition of the sweat glands, growth 1
of body hair, etc. It should be explained as a completely normal and necessam
bodily function.
. Adequate time forsdiscussions and quebtions on the aspects of menstruationshould.

,
be available as the girl's maturity and interest require. While healthy ." A;
discussion shoupi be encouraged, attitudes of discretion should be built up,
too, concerning the proper.timea and places for the necessary "personal" . .
conversation. .,
Certain proCedures'ehould be followed. One should practice good habits of .1

self-care and cleanliness during menstruation, i.e., bathe frequently, use
deodorants, know proper procedure for application of and dtaposal of sanitary
napkins on tampons, take care of stained clothing immediwely,,etc.
Girls should practice using the sanitary supplies before the onset of
menstruation and betweenthe'menstrual'periods until 010 can handle
confortably and with confidence. Some may benefit from the use of
informational kits available from the various eapitav ,supply manufacturers
for ,personal instruction.
Sanitary supplies and their use

1. The sanitary napkin is a soft, absorbent, disposable.pid used to absorb
- the monthly dischargee A sanitary belt is a narrow elastic belt.to hold
the napkin firmly in place., It fs worn around the Witit next to the skin
and Nas,small hooks or fasteners on tabs ip the front and back.. .Sanitary
pants or briefs are made of some type of underwear abrie with a moisture .
proof panel extending from back to, front, and with hooks at the front and
back to which a sanitary napkin may he attached.
2. The sanitary napkin may be easily applied. Attach the bng end of the napkin
to back fastener of the belt or a pair of sanitary pants. If a belt or
a pair of sanitary briefs is not available, safety pins can be used to
attach the napkin to regular pants temporarily.
'3. Attach the short end of the napkin to the front fastener.
4. When the napkin is attached properly, the thick, absorbent part of the
napkin fits between the legs when therbelt.is pulled up around the waist.
5. To dispose of the napkin, release the ends frOm the hooks of the belt or
pants, roll the napkin with,the moist side rolled in, wrap the napkin
in toilet tissue and place in a paper bag. Place it in the trash.
CNeye flush > 4apkins d` the Coiled. )
4 Feminine Hygiene
6. Napkins should be changed at least every four hours, before retiring,

and upon arisings the morning.
pads which
7. Por interval use, tampons are smell, cylindrical, absorbent
They
are placed directly into the vagina to absorb the 'menstrual flow.
.
special hygienic container

are made of surgical cotton. and are kept in a
inserting it into
applicator until they are used. A tampon is applied by
leave the body.
the vagina, the opening through which the menstrual fluids
the string
To dispose of the tampon, remove it-from the vagina by grasping
Once the tampon
which hangs free if the tampon has been inserted correctly.
Tampons
has been removed, dispose in same manner as sanitary napkin.
arising in the
should be changed every four hours, before retiring and
morning.
u-.
AYGIENE
Age as needed
Make-up
1. General
Correct make-up gives the face a fashionable, attractive look. The
primary rule of application is to use all make-up sparingly. Select
a shade appropriate fur your skin coloring and type. A'friend or
commercial cosmetic consultant may be able to assist you-with the:
shade. Explain order of application to student. Not every person
needs all the forms of make-up but must choose what shits the
personality and facial needs of the individual.
FOUNDATION
BLUSH
POWDER
EYE MAKE-UP: Eye brow make-up
Eye shadow
Eye liner
Mascara
LIPSTICK
FRAGRANCE
2. Use
a." Foundation: There are several forms of foundation: liquid, stick.
powder. Follow instructions on package for use. Some rules are
applicable for all forms. Put a small amount of foundation acrofh
forehead, down nose, upward on chin and cheeks. Blend with finger-
tips of both hands, up nose and sides, across forehead (avoid the
eyebrows), up and out from chin across cheeks, across jawline,
on mouth under the nose. Be sure foundation is applied lightly
and evenly and doesn't get into hairline. Use a cloth to remove
any from hairline as .a double check. Wipe off hands on paper
towel or moist washcloth.
b. Blush. Gives a delicate rosines to the cheeks and adds a look
of freshness and warmth to the entire face. Have student feel her
cheekbones with her fingertips. Explain that color goes on the
.cheekbone from the center of the cheek to the ear. It will
simulate facial blushing frost emotional moments. Once she is
familiar with the area of application, have her apply a small
amount of blush at the center of cheekbone. With flat of fingers,
blend the blush upward And outward over cheekbone toward the ear.
Repeat for other et*. Wipe off excess from fingers.
c. Face powder. Many wothen find they do not need to use face powder
over blush. If necessary, here is the method. Wipe a fresh piece
of aborbent cotton over the powder. Press the cotton on the palm
of the other hand to further compress the powder. Now apply to the
fa.e. patting lightly under nose, up nose, across forehead to temples,
across cheeks, over chin. Turn cotton-to clean side and gently dust
down the face.
Make-up BEST AMY AVAILABLE
d. Eyebrow makeup. Some eyebrows need to be defined and therefore

need make-up. Have student trace her eyebrows with her
fingertips so that she is completely familiar with their shape
Touch tip of index finger to the pressed powder cake. Tilt
head back slightly and lightly trace line of brow with clean
finger of the other hand immediately following with the
finger which was touched to the brow make-up.
e. Eye shadow. Eye shadow gives a fashionable look to the eye
area. Before application, student should touch lid with
fingertips, tracing the area on which shadow is to be applied.
Instructor should give individual attention to determine exact
positioning of color. Close eye, hold lid taut, with thumb
held at outer corner of eye, stroke on the shadow, starting
at the inner corner and working to the outer corner of the lid.
Blend gently with fingertip to assure subtle effect. Repeat
with the other eye. Wipe off finger used for blending the
eye shadow.
f. Eye liner. Eye liner is diddicult for a blind person to use, but
if use is desired the following method may prove helpful. Trace
with finger the area to be lined. Then use eyeliner brush
to practice tracing. Beginning in the inner corner of the eye,
with free hand trace line of eye lid immediately preceding with
the brush. Extend line just 31 short distance beyond eyelid at
outer corner.
g. Mascara. Mascara makes lashes look fuller and longer., Hold
index finger on lid behind eyelashes and with other finger
brush lashes up over first finger. Practice several times
making sure nothing else is touched. Follow procedure for using
mascara, brushing over lashes which are curled over finger. Repeat
for othei eye. Wash fingers that ware behind lashes.
Now' Care should be taken in applying make-up to the eye area.
h. Lipstick. Pick a color appropriate for her age, facial coloring,
style of the day. Ask student to trace her lips with the tip
of her index finger, so she will become familiar with their shape.
Uncap lipstick and stand cap on end so it won't roll away. Hold
index finger over end of tube and turn swivel until index finger
measured lipstick extending about one-fourth inch out of tube. With
lipstick held in right hand, rest the elbow of right arm on the
edge of the table and cup the chin in the hand. Open mouth
slightly. On upper lip, lightly stroke the lipstick tram right
corner of mouth to center. Stroke on from left corner of mouth
to center of upper lip. On the bottom lip, stroke from right
corner to center; from left corner to center. Replace cap on
case. Blut lips with tissue if desired.
i. Fragrance. It comes in several forms: stick, cream, spray, liquid.
Apply on forearms, crook of elbow, wrists, back of the ears. Never
apply on fabric. For stick cologne, swivel up a small amount
and dot lightly in desired areas. For cream, lightly touch cream
in jar and spread small amount in each area desired, rubbing in
completely. For spray, be sure to point nozzle toward skin and
give a quick spray to area desired. For liquid, unscrew lid and
hold finger tightly over opening of bottle. Tip bottle until
the liquid touches finger then turn to original position. Remove
finger and dab cologne on finger in desired areas.
HYGIENE
Age-Puberty
Shaving
I. Shaving Girls
A. Electric razor for.girls
.-; .' 1. Remove the razor from its ease and plug it into.convenSent
electrical outlet.
2. Learn to turn the razor on and off and to operate the adjustment .
for legs and arms.

3. Use the following procedure to shave underarms.
a. Lift one arm and hold the razor head in the free hand against
the skin.- Moving the razor in circular or up and down motion
until the entire area of the armpit has been covered.
b. Check with the fingers for any areas missed.
c. Repeat the above process for the other underarm.
d. Riad instructions on deodorant. Some may be applied at this time.
4. Usethe foll6wing procedure to shave.legs
a. With the razor head. flat against the skin, begin at the
ankles and shave upwards to the knee using circular or
..up and down motions. (In some instances, one may want
to shave the thigh depending on the darknesi of hair and
.
the articles of outer clothing to be worn.)

b. Check with fingers to locate the areas missed.
c. Repeat the above process for the other leg.
5. Turn off the razor and unplug it.
6. Clean the razor according to the instructions and return to its
case.
7. Rine out the basin of the sink.
B. Safety razor for girls.
.1. Procedure to shave underarms.
a. When first learning to shave with a safety razor, practice
the procedures below without putting a blade into the razor.
b. Learn to load the razor with the blade, according to the
type razor (regular, cartridges, or injector).
c. Become familiar with the touch control, if one is present,
and determine the setting beet suited for the coarseness
of the board.
d. Wet the underarm area and leave it wet. Use warm water.
e. Shake the shaving cream dispenser, squirt the shaving cream
into the left hand and spread it amply with the fingertips
of the right hand over the area to be shaved (do not rub
it into the skin). If left handed, reverse procedure. Soap
may be used in place of shaving cream by making a rich
lather with the hands and then applying it to the area to
be shaved (Can be applied with brush, making lather in
mug).
f. Holding the razor at a slight angle shave with slow, short,
downward strokes. Proceed in a systematic fashion, checking
with the free hand for lather, which will indicate that an
area has been missed.
g. Rinse the razor periodically under the faucet to remove lather
build-up. (If the razor has a double edge, rotate the sides.)
h. Check with fingers for areas missed.
Shaving
i. Always 'check with fingers for smatriaL s.or cuts which

may also be noticedbecauie of the sting sensation they
cause. (Bleeding may be stopped with the aid of a styptic
pencil or by placing a small pieCe of tissue on the cut
area for a few minutes.)
j. Wash the razor, wipe it dry, and return it to the case. .(Use
storing instructions according to razor model.) . .
k. Rinse out basin of the sink.

1. Wheri the blCde becomes dull, place it in the dispenser slot,
if available, If none available, wrap the used blade in a
tissue and place it in the trash.
2. Procedure to shave legs.
a. Apply shaving cream or soap lather to one leg.
b, Begin shaving at the ankle, using short upward strokes until
the knee is reached. Proceed in a systematic fashion around
the entire leg. Shave the thigh if desired.
c. Be especially careful around the ankle and knees areas as the
bones protrude and the skin is easily nicked.
d. Rinse the razor periodically to remove lather build-up and
rotate the sides of the blade if it is edged.
e. Using the free hand to check for areas missed. (Remaining
lather could give an indication of the areas missed.)
f. Rinse the leg and dry it.
g. Repeat the above process for the other leg.
h. Apply body lotion if desired.
i. Check for cuts and nicks. Use a styptic pencil or a piece
of tissue to stop any bleeding.
II. Shaving - Boys
A. Electric razor for boys
1. Procedure for use of electric razor.
a. Put pre-shave lotion in palm of hand, rub palms together,
and rub on face. (Avoid eyes and forehead areas.)
b. Remove razor, from case and remove plastic blade protector.
c. Plug cord into razor, then plug razor electrical cord into
electric outlet.
d. Locate off and on switch and familiarize oneself with operation
Of side-burn trimmer. (Procedure will vary according to razor
model.) Turn on razor. Place razor in hand that is natural.
e. Trim sideburns.
1. Extenu the right arm over the top of head.
2. Place the index and third fingers of the right hand side
by side so that the tips form an even line where you
desire the edge of the sideburn to be. Reverse the
procedure for the other side.
B. Safety razor for boys
1. Procedure
a. When first learning to shave with a safety razor, practice
N
the procedures below without putting a blade into the razor.
'b. Learn to load the razor with the blade, according to the
type razor (regular, cartridges, or injector).
c. Become familiar with the touch control, if one is present,
and determine the setting best suited for the coarseness of
the board.
4ks,s
Shaving
d. Wet the face and leave it wet. Use warm water.

e. Shake the shaving cream dispenser, squirt the shaving cream
into the left hand and spread it amply with the fingertips
of the right hand over the area to be shaved (do not rub
it into the kin). If left handed, reverse procedure. Soap
may be used in place of shaving cream by making a rich lather
with the hands and then applying it to the area to be shaved //
(can be applied with brush, making lather in mug).
f. Begin by'trimminrthe sideburns using the index and middle
fingers as guides, as described in the section on electric
razors. Pull the razor edge down from the fingertips'several
time until even sideburns are obtained.
g. Holding the razor at a slight angle, shave with slow, short,
downward strokes. Proceed in a systematic fashion, checking
with the free hind for hand for lather, which will indicate
that an area has been missed.
h. Rinse the razor periodically under the faucet to remove lather
build-up. (If the razor-has a double edge, rotate the sides.) ,
i. Shave the other side of the face in a similar manner and then
shave under the nose and the chin area, using the same downward
strokes.
To shave upper lip, pull upper lip down over top front teeth
and shave in short gentle strokes the area under the nose
(upper lip).
k. Shave under the jaw by moving the razor in an upward direction
beginning at the base of the neck and continuing to the tip
of the chin. (Use free hand to stretch skin.)
1. Check with fingers for areas missed.
m. Rinse the face in warm water 'nd wipe it dry.
n. If beard Is especially heavy, repeat the shaving process.
of Always check with fingers for small nicks or cuts which may
also be noticed because of the stinging sensation they cause.
(Bleeding may be stopped with the aid of a styptic pencil
or by placing a small piece of tissue on the cut area for a
few minutes.)
p. Wash the razor, wipe it dry, and return it to the case. (Use
storing instructions according to razor model.)
q. Apply after-shave powder and/or lotion in same manner as that
mentioned in the section on electric razors.)
r. Rinse out basin of the sink.
s. When the blade becomes dull, place it in the dispenser slot,
if available. If none available, wrap the used blade in a
tissue and place it in.the trash.
BEST COPY AVAILABLE
HYGIENE
Toilet Training
A. Adults should observe child's toilet pattern.

1. Notice if, the child wets or soils clothing at any specific time
2. Notice if he is uncoMfortable in wet or soiled clothing.
3. Observe to..see if child makes a sound, sign, or verbalizes at this
time.
B. At earliest age possible, let child explore the bathri;om. Encourage him
to notice and investigate bathroom fiktures: toilet, sink, etc., and
their use and operation.
C. Try to establish toileting at a regular and convenient time, for example:
before and after lunch or later, dependent upon observation of child's needs.
D. Be consistent in keeping with toilet routine, not only in time element
but in procedure.
1. Children like routine and sameness.
2. It gives them a sense of safety and security to know What is expected
of them.
E. Use two simple words that child understands for toileting. They may be
something generally familiar or originated by the child.
1. With the deaf-blind or non-verbal child use a Riga, but also use
speech .with this type of child.
F. Provide a comfortable toilet arrangement.
1. Use 00114 portable chair, if necessary for size.
2. A seat that fastens to the toilet' seat and includes a. foot support
may be used.
3. With Physically handicapped children, exceptions mast be made as is
necessary to fit child's disability.
G. Child should sit on toilet not longer than tsa minutes at a time. Remain
with a deaf-blind child, for example.
H. Use manageable clothing, such as training pants (no diapers).
1. With small children, particularly physically handicapped children, the
boxer type jeans, trouse?s, short pants, and shorts are more suitable
because they have elasticized waist.
,2. The child is encouraged to pull up and down pants with assistance
and then by himself.
J. Let child accompany other children to, bathroom so that he will realize
that everyone uses it.
K. Expect that the child will soil or wet pants occasionally.
L. Give child genuine approval when it is legitimate.
1. Withhold undue praise.
2. With deaf-blind child; pat on back and say "good boy". Use speech
and appropriate vocabulary.
M. Take child to bathroom when changing so that the association of his act
might be associated with the appropriate place.
N. Encourage child to help in any way possible in changing clothing.
1. Have him assist tsas math as possible in taking off clothing.
2. The same is true in putting on clean clothing. At first, the adult
will be doing most of the work, direct the child's hands.
0. This is a good time to re-emphasize washing hands and drying.
r
44%
-1,
EATING'
.1
Indepent eating skills as young as possible
A) General Information
1. Establish a "point of reference" at the table, that is, an object
which has a known and exact location in relationship to which other
objects can be foun4. This is most likely to be the dinner .plate
(appetizer, or dessert dish) or before plate comes it would be napkin .
and silverware.
2. Maintain.eontact with the table, as continuously.as possible, to avoid
'knocking over perpendicular objects. This can he done by "trailing"
(the act of using the back of the fingers to follow lightly over a
flat surface).
3.. During the course of eating, it is advisable to lean slightly forward,,
so path.of fork or spoon is always over plate, should something fall.
4. Food items can be recognized by aroma, by sense of hotness or coldness,
and by sensitivity of touch through the use of cutlery.
5. Remember where eating utensils are placed.
6. Weight of the fork or spoon indicates size of portion being picked up.
,7. Always "anch*r" the plate by hol4ing with one hand or by pressing
down with a utensil.
8. In the process of eating, foods Mhy be picked up by the "steb" method
which involves inserting the tines of the f*rk into the food and
lifting. This is used for such solids as string beans, fruit salad,
etc.; or foods may be picked up bythe "scoop". method, which
involves dipping the forward part of the fork down into the food,
leveling the fork, and then bringing it up. This may be used for ,
such items as mashed potatoes or soft vegetables.

9. In situation where it is difficult to pick up the food, a "pusher"
may be used. This might be a piece of bread or roll, or another
utensil such as a spoon or a knife, which holds the food in
position to be picked up with the fork. When the dish has sides
(such as sauce dish), food can be pushed against the side.
10. It is necessary, intermittently during the course of the meal. to
check the location of the food on the plate with the fork, and to
move it toward the center of the plate, should it have been
pushed to the side.
11. Both hands will need to be used to a greater extent by the blind
person for purposes of maintaining contact and orientation.
12. As necessary, ask: (a) what is on the plate; (b).to have meat
cut; (c) for assistance in locating items.
B) Placing the cane
After you are seated at the table, the long cane is placed inside
the legs of the table. If seated at the right side, the cane goes
to the right with the curve of the cane next to the chair.
C) Seating
1. Be seated from the left side of the chair.
2. Place one hand on the back of chair.
PEST COPY AVAILABLE
3. With free hand, scan back oLthe chair to find out if the
chair is Occupied. If not, pull out fromIabps.
4. Walk around the front of the chair, line back of legs against
a
Itht front edge. Anchor chair by placing oneland on seat.or the
iback. ;-.
5. ISit down squarely'on chair, feet flat on, the floor and place hands
under seat to move the chair so that you are near the edge of table.
D) Buttering bread or roll
1. 'In the beginning it may be necessary for the blind person to hold
the whole slice of bread in the palm of his hand, place the butter
I pad on the center of the slice, and move outward with the knife
in all directions, or
2.' Using the techniques described in the exploration of the place
setting, locate bread and butter plate.
3 The edge of the bread and butter plate can be used as a-point
!of reference to find the roll.
4.; Bieak the roll. In this procels "trailing".can help locate the
I
butter.
5.i Return the other hand to the knife and take the knife,to the butter.
6. Using knife for exploration of butter, estimate amount wanted,, and
cut.
With butter on knife, take knife to bread, put butter on centeripf.
bread, and spread.
E) Entering dining room or cafeteria
The student should be given basic familiarity to the dining
area. Visual clues, should be pointed out fer.those with
,remaining vision.
Instruct students to listen to sounds of talking and kitchen
sounds for the direction of the entrance. You can often
determine the size of the entrance and the room if you stand
at the dooriayand listen to the echo.
Initially, after orientation select a table that you. can get ,
to and use this one consistently at first. Later, when you
become more familiar you locate tables by voices and traffic;
4. If a lumen uses a cane or dog the mobility tool should be used
in the dining area.
,5. The student should be cautioned to move carefully and.slowly
in the dining area to avoid collisions.
, 6. The person with a dog should-select a table away from the main
traffic pattern, near a-Wall, so that the dog can be out of the
path of other chairs being pulled out.
F) Cafeteria service
1. In unfamiliar settings and untlt one .has tanked the arrangement
plan on having the assistance. of s sighted guide. Ask the sighted
guide to go ahead of you.
2. Locate a tray and place it on the serving counter. It may be,
completely flat or have compartments for food. Arrange napkin,
plate, and silverware on it similar to a table place setting.
3. +megaton of hot and cold indicates where hot and cold foods are
located. Aroma and sound can also be clues.
4. To place foods on tray, use edge of tray as poiot of reference.
5. In moving tray along cafeteria line, one hand must "lead" to
prevent tray frcm hitting the one d, and the other will
guide the tray, keeping it against rieer.
4
EATING
6. Carrying a tray and locating a seat.

a. Hold the tray with both hands at the center of the ends. The
thumb of the right hand Maybe used to hold the eilveware in .
place.
. b. Travel from the end of the line to a seat using one of the
following methods:
1. Assume the sighted guide position; Use the free hand to hold
the tray, balancing -the other side of the tray en the forearm
which is holding the sighted guide.
2. Stand side by side with sighted person. Touch forearmito
. 4 forearm. Use both hands t* hold the tray. .
3. Ask hostess fbr assistance. Allow her to carry thktrayand

follow through use of sighted guide technique.
4. Use a cane with one hand and balance the tray with the other.
Note: If all materiale are close to the center it will make
balancing easier.
7. Locate chairby making contact with thighs (since hands are holding
tray),
8... /f feasible, align tray with edge of table -and slide toward center or,
9. From above table, lower slowly, ascertaining that place is clear,
by extending.little finger to table surface ahead of tray, or noting
whether bottom of tray makes contact with objects on table.
10. To unload tray, if there is space, move tray toward center of table,
one-tray width, and remove items systematically, or
11. Move tray to one'side and remove items systematically.
.12. To replace dinner plate with dessert plate, lift smaller dish
above dinner plate, slide dinner plate. toward center of table,
I
bring.froe hand back to locate space, and set dessert dish in its
place. .
G) Using Condiments
1. Locate condiments by techniques.Of exploration beyond the plate
and to right and left in limited areas.
2. Salt can be recognised in that it weighs more. The salt shaker
usually has larger perforations. Pepper can be recognized by
erome; by weight, and by Smaller perforations.
3. To pour salt 'and /or pepper.
a. Locate plate with one hand.
b. Hold palm of hand ab'.ve food with fingers spread out about
one-half inch.
c. Pour over back of fingers to ascertain amount of salt used, or
d. Pour salt into palm, and with other hand 'take pinches and drop
onto plate.
4. To put sugar in a beverage.
a. Locate sugar bowl by exploration procedure described earlier.
b. Hold sugar bowl in palm of left hard.
c. Bring bows near cup.
d. Take teaspoon in right band, keeping contact with rim of cup
with right little finger.
e. Bring bowl to spoon.
f. Lift spoonful of sugar out, using right little finger as a
point of reference.
g. Put sugar into cup.
5. To pour cream.
a. Locate cream as described above.
b. Bring cream pitcher near cup.
c. Anchor cup by placing spout on rim, using one hand as a guide.
J ..
EATING'.
d. Tilt pitcher and pour.

Sound and time will give information as to amount poured.
H) Cutting-leetuce salad
1. Place fork into the nearest part of the leteuee and cut with knife
beyond it.
2. Place the fork a step farther and cut. beyond ,that, etc.
3. The pressure of the fork anchors the salad bowl during the cutting.
4. To pull fork out of lettuce, anchor lettuce with knife.
t) Cutting meat with knife
1. Use clay instead of meat for practice in cutting meat: For practice
cutting meat off bone, use a small piece of wood to simulate a bone.
2. It is easier to practice if there is no other food on the plate.
3. If plate tends to slide, slightly damp cloth under place.
4. With knife, locate edge of meat.
5. With other hand, place fork over knife and about one-half inch
beyond into the meat.
6. Insert tines into meat.
7. Using the' fork as a point of reference, cut from edge of meat
,inward from one side, to back, to other side of fork in half-moon
pattern, that is, cut around the fork.
8; Restrain the large portion with knife, "drag" cut piece along
plate, bending forward and bringing up to the mouth.
9. To cut meat with fork.
a.. Use edge of plate as point of reference, locate corner of meat
with back of fork.
b. Anchor plate with one hand.
c. Estimate about an inch inward on piece of meat.
d. Using lower edge of fork and,extending the forefinger along the .
upper length of the fork for pressure, cut down into the meat.
e. "Drag" severed portion away from the rest of the meat.,
f. Resistance indicates cut is not complete or portion is too large. ,
g. Pick up the piece of meat by "stabbing" with tines of fork.

J) Serving or pouring salad dressing, sauces and syrups
1.__If dressions are served in a group of separate bowls, ask he'p in
identifying different kinds.
2. After making selection, stir gently to %N. move salad dish or bowl
close to serving dish and ladle dressing over salad.
3. If dressing is served in a bottle, be sure cap is on securel, and
shake to mix. Remove cap, put opening of bottle over salad, tip
at thn angle that the dressing begins to pour, keep the tip of finger
at the opening so that it will not pour too fast and add to much.
4. One may wish to use a single-serving sized container at the table.
K) Exploration of place setting
1. By running back of hands gently along the edge of table, align self
with the table.
2. To locate plate, with flexed arms and curled fAgers, lift hands to
top edge of table and move gently toward cneter of table until
ccltact is made.
3. liking plate as point of reference, locate silverware by lateral
movement of hands to right and left.
cgt
EATING
' A light trailing, of bowl of ,spoon, blade of knife, tines .of fork,
4.
indicates the types of silverware et place.
5. With arms flexed, and fingers curled, follow right edge of plate,
and extending arm and fingers gradually, angle to the right to
locate_tea cup and/or glass.
6. Follow similar tecnieues with left hand to locate salad plate
and bread and butter plate.
L) Orientation to contents of plate
.1. Using edge of plate as point of reference, approach contents of
plate from above with tines of fork in perpendicular position.
Insert fork into food at positions .of 6-o'clock, 9 o'clock,
12 o'clock, and 3 o'clock, identifying food by texture and/or
taste. (Fork may be brought to mouth as desired.)'
2. Turn plate to bring meat to 6 o'clock position,'particularly if
meat is to be cut, or
Turn plate so that the "best anchored" food item (such as mashed
.,potatoes) is fartheit away. It can serve as a "buffer" in picking
up other items; for example, push peas toward the mashed potatoes: .
M) Passing food
1. Identify food as it is passed to the, next person.
2. Ask what contents are if it is not identified:rile alert to shape of
serving dish, temperature, odor, and weight.1
3. Food is usually passed to the left (or clockwise) around the table.
Take the serving dish in the right hand and transfer it to the left.
4. Locate serving instrument by following, rim of serving dish.
5. Temperature of the serving dish may help to.locate where the contents
are located.
6. To take an item like a roll or cookie, locate edge of plate and gently
move in to find them.
7. ,Remember location of each dish of fbod for ease in serving.
8. When passing food from one blind person to another, say;"Wtuld you
like some ?" Then wait until they have a firm grip on the
serving bowl before releasing it. Or say, "Here is the . I
am setting it on your right." I
N) Using utensils
1. Spoon.
a. As the pensou bdgins to use the apoo91 it is usually grasped
in the palm of the hand by all fingers. The spoon is dipped
into the food, then held level to lift food to the mouth.
b. As the person grows more proficient in the use of the spoon,
transfer is made to "pencil grasp"* and in holding the spoon.
The pencil grasp permits greater versatility in using the spoon
to cut, dip, and stir. -To cut, hold the spoon so the edge of
the spoon is vertical (in a normal cutting positiOn). Put
spoon in bowl until touching food, slide the spoon back to
measure sive of bite, pull towards 'edge of bowl and cut down
at the same time, When the spoon cuts through, start to
scoop under and level the spoon bowl. Sometimes in cutting,
the individual prefers to hold the spoon in a. kiiife position.
Than the spoon is returned to pencil grasp to lift the. food
to the mouth. On items which tend to drip,'check bottom of
spoon against .the bowl edge.
: .4
7
EATING' '1
c. To stir, use the "pencil grasp" rather than holding it in the

'palm of the hand. \
*Note:' Rost handle of spoon on middle finger with the thuMb

en top and the index finger on t a side away from the body. The
/
other two fingers curve under the middle finger to act as a
support. '
2. Fork.
a. In the beginning 'use of the fork, the fork is also grasped
in the palm of the hand by all fingers. Scoop under food
apd hold fork level to,4ift food to mouth. As the person
becomes more proficient the "pencil grasp" is used. ,
b. _For piercing, hold fork, in "pencil grasp", pierce with tines

of fork, rotate wrist so that tines are level and lift food
to mouth. .
c. To mash, 'hold the bettom of the tines parallel; to surface

of plate, and press down. Hold fork in palm of hand with
thumb on top of handle.
d. To cut, hold fork.in the palm of the'hand with forefinger
extended along pdge Of the handle where it adjoins the tines.
Press the side orthe tines and hold it down to cut with this edge. Somow
times this action must be repeated Lc) scissor through the
meat.
3. Knife and fork .together for cutting. .
a. Hold knife in the palm of the hand with the forefinger

extending on top of the blade. The closer the forefinger
is to the cutting end, the easier it will be to cut. Hold
fork in the palm of the other hand with the forefinger ex-
tending along the back 'of the handle. Measure in with the
'fork from the edge of the meat to judge the size of the
piece. Place knife in contact with tines and consistently
- cut behiid tines. After use, lay knife across top edge of
plate with blade facing the center of the plate. Switch
fork to other hand and pierce meat (if necessary) to lift
it to the mouth. Cut and eat one bite at a time.
b. Some blind persons may find it easier to use the European
style of eating where the fork always remains in the same
hand.
4. Knife alone.
a. Break bread slice into quarters. When spreading butter,
hold knife in the palm with forefinger along the side of the
knife.4 Spread butter or jam from the cruet inward and
'parallei to the crust.
4: When knife is not being used, place it across the edge of the
plate with knife cutting edge toward the center of the plate.
46
.
SEWING
Age ia needed
*4
Labeling clothing
1. There are several systems for labeling clothink. Blind persons shotkld
pick which method would meet his needs.
2. Use aluminum braille labels, furnished free by Aierican Foundation for s,
the Blind fot color coding.' These must be sewy(on to the clothing
thru the holes at either end of the label.
'3. Using french knots to make braille letters foF color coding-or pairing
of clothing.
4. Embroidering shapes or using ironon patches/cut in shapes for pairing
clothing.
5. Eiabroidering print letters for color coding or pairing clothing.
b. Sew the identification to a double thicknesi of material or manufacturer's
label so that the stitching will not show through the-outer port on
of the material. 4
7. Aluminum braille, labels are limited to '10 colors and do not designate
shades of colors or plaids and pants. Thiy are good for solid colors
or as a'hint to basic color.
B. French knots are good for braille readers but must be a good size for
a person to read. Practice several letters to get correct size.
9. ,Mark'clothis according to color, C.e., B1 for blue, Bk for black, etc..
10. Mark clothes to coordinate outfits, i.e., blouse N with skirt N.
11. Aluminum'tags are suitable on heavy weight fabrics and embroidered knot
or letters for sheer or lightweight fabric. s
'Identifying clothing
1. To identify tite color and pattern of each article of clothing, choose
a method of identification and code for interpretation. (Possible color
and pattern identification methods include the use of French knots in
various'combinations of braille numbers and patterns, different
'arrangements of safety pins, or removable aliminum tags having color
abbreviations in braille which may be sewn into the clothing.)
2. Make certain the system is uniform.
3; Mark multicolored garment with the predominant color or the color to
match with actessoties.
4. Clothieg ofone color and/or pattern may be kept together in separate
piles,or sections of the closet.
5. If desired, the style or texture of the fabric and/qx shoes may be used 0
to identify the color or pattern.
.
A
SEWING
Co
ti
'Age 8 and up
Making a running stitch (basting)

1. This is for minor mending jobs. For beginners, hold fabric in left
hand. Insert needle into underneath side. of material, about V from the
edge where stitching should be.
2. Hold thread tight and put thumb where thread comes out of material.
3. Point out that needle should be inserted into side where thread comes
out. For example, if thread Di coming out of top side, make nest
stitch into top side. Set up al pattern.
4.. Move thumb to the left about V.
5. Insert needle into zaterial from top side right next to thumb and V
from edge of material. Pull thread thru to,underneath side.
6. Move thumb V to left again.
7. Insert needle into material on underneath side so it will come up next to
thumb.
8. Repeat steps 3 thru 6 until stitches are parallel to edge and even in
length. Hint: Put a strip of search tape to mark a parallel line so
student can sew along edge of tapp and concentrate on length of 'stitches.
Remove taps and master parallel stitches.
9. This method is slow and once understood by student should be discarded
in favor of doing two stitches at a time by the sewer.
10. Thread should be coming out of top side. Move thumb V to left,
insert needle next to thumb and push thru only about 4", move thumb
" to left.
11. Seams should be machine stitched for stength and durability. The running
stitch should be explained as a mending method for an emergency.
SEWING
Age 8 and up
Sewing buttons
1) Sewing a 2-hole button

a. Explain that the holes in a 2-hole button are arranged like a
braille "B". Call the holes 1 and hole 2. Or ctIll them the one
on the right and the one on the left and keep the button from
turning so that they stay the same.
b. Begin with a very large button or one cut out of cardboard.
c. Push needle through cloth from underneath.
d. Put needle through underneath side of button and let button slide
along thread until it is against cloth where thread comes out.
e. Insert needle into second hole and through cloth to underneath side.
To find the second hole cover hole where thread comes out with
your finger and it leaves the other tole available.
f. Follow the cycle of continuously going from underneath through
first hole to top, then from top through other hole to underneath
of cloth.' If one is in doubt, follow thread dawn from needle to
cloth to determine whether to insert needle in button,or underneath.
The side where thread comes out is the side to insert needle:
2) Sewing a shank button
a. The child should become familiar with shank buttons by using
several large ones.
b. Push needle through cloth from underneath; put needle through hole
in shank of button.
c. Insert needle into material:vary close to where it is coming out.
Pull tight.
4. Continue pattern for 3 cycles.
e. Hint: For a beginner, do it in these three steps so that the button
does not slide out of place.
3) Sewing a 4-hole button
a. 4-hole buttons are very similar to 2-hole buttons in method of
sewing in place.
b. It ,ia recymmsnded that the qtulent understand placemenc of the
holes, like a braille "G" (A:: ), or two holes right and 2 left,
or 2 top and 2 bottom.
c. Practice with a very large button with easily felt holes.
d. Stitch between 2 holes at a time, doing the series of the 2 holes
on the right (4 & 5) while keeping thumb covering the two on the
left (1 & 2). Then do these 2 holes.
e. Practice on large button then proceed to smaller buttons and than
to sewing them in place on a garment. One can feel where old
stitches .Ased to be by feeling thread or a dented or raised spots
in material.
SEWING
'Age 8 and up
Threading a needle
1. Use Self-threading needles available at most sewing supply departments.

They have a groove where the thread can be pushed into the eye and a
spring that keeps the opening closed so the thread will stay in.
2. Pull thread off the spool by holding the spool in one hand in front
of the face and the end of-Ahe thread in the other hand and unwind
thread until, arm holding thread is fully extended to the side and
'thread is about two or three feet long (no longer, as thread gets
easily tangled!).
3. Release end of thread and pick up thread where it comes eff the spool
'and pull sharply with a jerk away from the spool thereby breaking
the thread.
4. Hold needle and thread between thumb and index finger of one hand.
5. With other hand, pull thread gently over the notch into the top,eye
of the needle.
6. Stick needle into a pincushion.
7. Alternate methods.
a. Stick needle in something firm like a bar of soap or cork.
b. Hold thread tightly between thumb and index fingers of both hands,
about an inch or less apart and rest in groove in top of needle.
c. Push thread down in groove of needle until it clicks. Try to
pull thread back up. It should stay securely in needle.
6
SEWING
Age 8 and up
Knotting the thread
Knot each,end of the thread using the following method:

Slide right hand along thread starting at needle and toward end of thread.
Hold end of thread in between thumb and index finger. .Wrap thread around
index finger about three or four times. Rub finger and thumb together
to twist thread and in doing so eventually push thread off finger. Pick
up thread with right hand again a little distance from the knot with thumb
and index finger and elide toward the knot until it makes a, lump between
the fingers. Repeat proCedures for other end of thread. Then bring the
two ends together and hold them in one hand. You can tie the two together,
but it is not necessary.,
t
SEWING
Age 8 and up
Hemming Stitch
There are many ways to hem. This is one method found very easy for a blind
person.
1. Hold the hcm in the left hand, with thumb where you want the first stitch
to be. Thumb nail should be at the edge of the hem tape.
2. Insert the medle on the underneath side of hem where thumb is (so the
knot remains invisible under hem's edge) and pull all the way through to
the top.
3. Move left thumb about 1" to the right. Pointing the needle towards the
'left, make a very small stitich.in skirt right above thumb and pull
thread through.
4. Move left thumb about k" to the right again. Point the needle towards
the left make a small stitch in hem and pull through.
5. Repeat steps 3 and 4. The stitches 'follow a pattern: stitch in hem,
then stitch in skirt,hem, then skirt.
6. Hints:
a. Place where the last stitch was made can be found by holding needle
and pulling thxeed taut; then sliding left hand from needle along thread
to where thread comes out of material.
b. Measurement of k" about the width of a finger or,,one half the thumb.
SEWING
Age 8 and up
Tying a knot (after sewing on a button, or at hem of seam)
1. On underneath side, take a very small stitch with the needle from
right to left, but do not pull all the way through.
2. The loop of thread behind needle should be put over the point of the
needle.
3. Pull needle through loop until tight.
4. Repeat steps 1 through 3 about two more times.
SEWING 1
Age Band up
Iron-on patches
1. Lay damaged side up on ironing board.

2. Locate appropriate patch.
3. Lay patch adhesive side down on to of damaged area.
4. With hot iron, using ciriular motion, press for several seconds.
5. Do not remove from ironing board until repaired item has cooled.
9
If
II
.ice
:
INTRODUCTION
There are many books of party end social games on the market. Many of them
with a little imagination or with a little foresight to put materials into
braille can be adapted for the visually handicapped child..
Games dealing with the senses are fun for visually handicapped as wallas
adapt them require
for normal children. Other "games .where braille is needed 0
a little more planning. Theis are community vrlunteer people who will be
happy to prepare materials. Soma resource or itinerant teachers would be
willing to braille neceemary materials, alto.
In the following pages, one will find. listed and described Just a few of
the numerous possibilities for activities to include the visually handicapped
child.
INDEX FOR SOCIAL SKILLS
General
Family and Social Relationships.
Community activities
Conflict situations
Family relationships.
Self-image
Good Manners
General etiquette
Dating .
;
Introductions
Table etiquette
Telephone etiquette
'Written and Oral Communication Skills
Brai'le.
Conversation
Slate and stylus
Speech
Typing
Writing
Silent Communication
Blindisms
Eye Contact
Facial expresions
Hand and body gestures
Listening
Role Playing
Commerically Adapted Games Available from American Foundation for the Blind
Party/Group Games
General
Seasonal
Religious
Games Involving the Senses
Coordination .Games
Miscellaneous/Table Games
Ib
BEST COPY AVAILABLE
FAMILY AND SOCIAL RELATIONSHIPS

child
To develop socially acceptable behavior in the visually handicapped
in the family and commmnity. To suggest activities which would increase the
interaction of visually handicapped students.
Age 8 and up
To encourar child to take part in available community. activities which will

help to increase his participation in family and community affairs.
Look into available community agencies, business, etc. which provide

instruction in practical and social activities for the visually impairei,
For example, the Red CrOOd will provide a baby and child care course.
Arthur Murray will provide dance lessons to visually impaired students.
There. may be specific Boy Scout, Girl.Scout or church groups to join, too.
t
4
CP
9.
FAMILY AND SOCIAL REZATIONSHIPS
To develop socially acceptable behavior in the visually handicapped student 1
in the family,, school, and community.

4
Age 12 and up
To provide guidance for the, student in hapdling.conflicts.
Many religious materials are available for the blind student if he has
questions or conflicts. .External aid for handling problems can also be
found'through ministers, priests, etc. 'Some of the sources for brained
materials are listed below.
. The Social Skills section of teec._,.jUtIoB._c_4_VAriLALTtlinDabilities has

some activities which can be used (as is or adapted) for blind students.
Lessons 51, Anticipatory Response, and 52, Value Judgements, have good'
suggested activities on handling problem situations. For example, ,learn
what to expect from breaking the rules (in games, etc.), discuss or act
out alternate solutions in family problem situations, discuss peer group
pressures, etc.
Materials: Braille Materials for the Blind

produced by Lutheran Women's Misstomary Society
oiks o for the Blind
2534 East .7th Avenue
North St. Paul, Minn. 55109
Sources of reading materials for the Visually Handicapped

Religious Materials
American Foundation for the Blind, 'Inc.
15 West 16th Street
New York, New York 10011
The Remediation of_Igernine Disabilities

A Handbook of Psydhoeducational Resource Programs
Robert E. Valett
Fearon Publishers -- Cal,
1967
BEST COPY AVAILABLE
UMW AND SOCIAL RELATIONSHIPS
To develop socially acceptable behavior in the visually handicapped child

in'the family. school, and community. To suggest activities that'would
increase the interaction of the visually handicapped student.\ To develop
oral, written. and silent communication skills.
Age as needed
: To learn, to "read" feelings of others from voice. To; learn, to anticipate

possible reactians according to mood. To learn to express feelings of t one's
own. .
Talk about and discuss different feelings. Discuss how a voice refiects
mood. Set up situations for the students to act out. See how many kinds
of reactionvon be triggered by the interaction involved.
ti
FAMILY AND SOCIAL RELATIONSHIPS -.s
444
To develop sociilly acceptable behavior in the visually handicapp7(d. child

in the family, school, and community. To suggest activities that would
increase the interaction of the visually handicapped student. To develop
oral,, written. and silent communication skills.
Age as needed . /
To discuss family relationships in different settings.
Discuss: The family at home

The family in the community
The family in travel
The family attending special events
Materials: oagja......0msitila./...giettrrnor
Eleanor Roosevelt
The .MacMillan 'Company
New York:. 1962
FAMILY. AND SOCIAL RELATIOSHIPS
To develop socially acceptable behavior in the visually handicapped child

in the family, school, and community. To suggest activities that would
increase the 'interaction of the visually handilapped student. To,develop
oral, written, and silent communication skills.
Age 5 and up
Recognizing self in family, peer group, and :immunity development of

self-image.
Discuss blindness openly with the blind child and his sighted counterparts;
.how others view a blind person and how others could react to a blind person.
Discuss ways of handling the different attitudes of people toward them- -
pity, etc. Discuss the responsibility of a blind child as part of the
family, the col:nullity, and the school.
Day camps and summer camps provide a good opportunity for the visually
impaired student to interact with his peers. There are some camps, such
as Lions Camp, especially for the.visuallvilmpaired, or the student may
attend any good camp program.
The Guide includes the section, "The Child looks at Himself". Topics for
activities cover, "Who am I?", Who are my family Old friends?", "I Lae My-
self 1 ",
"I Like My Familyl", "This is My Home, My Irani...".
The Social Skills section of .........g__________TheRemedionLearoinDisabilities has

very good activities which can be used ao is or when slightly adapted for
blind students. Lessons 50, Social Acceptability and 53, Social Maturity,
have very good suggested ideas which can be used at various age levels.
Some examples are: discussions of students' views of personal, home, and
family responsibilities and obligations; recognizing and expressing personal
feels in socially acceptable ways; discussing importance of family and social
rules; discussing reeponsibilities of being a good neighbor; learning how to
get around the neighborhood; etc.
Parents and/or teachers should plan different outings which will bring the
child in contact with He environment. Suggestions for outings include:
simple "journies" in the home (showing the child family heirlooms, furniture,
etc.); a trip to father's or mother's work; a nature hike; visiting local
shops; visiting a construction sight post office, etc.
Materials: Book of Common Sense Btiouette

E leanor- Roosevelt
The MacMillan Company
New York, New York 1962
"What To Do When YouSee A Blind Person"

A movie by American Foundation for the Blind
1
J
FAMILY AND SOCIAL RELATIONSHIPS
,
Preschool. Learning Activities for

_ the visually Impairid Child A
Paltalalattam
Office of the Superintendent of Public Instruction
P. 56-61
The Remetimion of Imininx Disabilities

A Handbook of Psychoeducational Resource Programs
Robert E. Valett
Fearon Publishers -- Cal.
067
Hakttolnel.lit There's Nothing, to Do
Boston Children's Medical Center and
Elizabeth M. Gregg
Dell Publishing Co.
1968
BEST COPY AVAILABLE
COMMUNES
To develop oral communication skills. To develop socially acceptable
behavior in the visually handicapped student in the family, school, and
community.
Age5 and up
To develop good manners in the student.
Provides ideas for teaching general etiquette. Child should be taught

that good manners are important and should be Wen the opportunity to
practice good manners. The child should learn the "magic words", such
as "Thank you," "Please," and "Excuse me."
Discuss:
Manners at homs...patterns for living, eating, time for quiet, bathroom
etiquette, telephone, etc. Behavior at school...in class, on way,to and
from school, lunch hour, library, at games, school clubs, etc. Behavior
at social affairs. Behavior in public...dates and dances. Manners and
behavior in establishing relationships at church.
Mother -- May I?
List of places to consider:

on the street
on buses, planes, taxis, trains, etc.
in stores, elevators, etc.
at the theater, movies, lectures, concerts
in restaurants, (formal and informal)
at teas, and rccepi:ions.
Materials: Any good etiquette book will give one many ideas as to what
to cover in this unit. Examples:
Mind Your Manners

Betty Allen, Mitchell Pirie Briggs
J.B. Lippincott Company
Chicago: 1957
Book of common Senq Etiauette

Eleanor Roosevelt
New York: The Macmillan Co.
1962
Manners Made Easy,

Mary Beery
New York: McGraw-Hill Book Company
1954
4
GOOD MANNERS
To suggest activities that would increase the interaction of the visually

handicapped student. To develop socially acceptable behavior in the
visually handicapped student in the community. To develop oral, written,
and silent communication skills.
Age 12 and up
To inform the girl or,boy on dating manners.
Areas to cover, making or accepting a date, dress for the occasion -- neat
appearance, be on time--be ready for the date, appropriate conversation.
Do's and don'ts for boys and girls.
Have the student read available braille publication.

IldLINULY192k
Carlson, Abingdon, 1963
2 v., 327 pp.
APH #5-9617
Price: $7.20
Discuss behavior on dutch dates, blind dates, and regular dates.
Provides information for boys and girls on how to conduct themselves it

dating situations.
There are many activities which can be planned which provide the student
with opportunities to be a host or hostess. For example, young children
can be the host or hostess at a classroom party or even during milk
and cookies time around the table. Older children can plan parties,
such as a Christmas party, where their parents, friends, or other school
personnel are invited, and the student are responsible for preparing,
serving the food; and clean-up.
Materials:. The Party Book

Louisvtlle, Kentucky 40206
(available on state quota)
Mind Your Mannqrs

Bette Allen
J.B. Lippincott Company
New York: 1957
Technicues in Dail,Living
Curriculum Guides Developed by Child Care Staff
Illinois .Braille and Sight Saving School
1970
Page 136
GOOD MANNERS
To develop oral and silent communication skills. To develop socially

.
acceptable behavior in the visually impaired student in the family,
school, and community.
Age S and up
To familiarize the student with the proper way to make introductions.
Give methods for teaching the "bows" of making introductions -- between

men and women, older and younger people. Also information on how to
acknowledge an introduction, the importance of shaking, hands, and
standing up when meeting someone, etc. should be given.
Got Acquainted Excursion

Arrange chairs to resemble the seating arrangement in the coach of a
train (double file). Have the children pretend they have just net on
the train. Have each set of people introduce themselves to each other.
Have them carry on a conversation.* At frequent intervals, call out a
station at which time, each person is to sit with a different person.
Introductions and conversation begins again with the new person.
Introductions.
Players sit in a circle. Distribute a 'beet of paper to each player.
Have the players write a name or the leader writes names on sheets of
papers. A description of the person can be included (age, man or
woman, etc.). The names and descriptions can be brailled or put into
Large type.
Have the person introduce the person on his lefe and proceed around
the circle until everyone has had a chance to make an introduction.
Materials: Techniques for Daily Living

1970
P. 126-7
Social Gets
Second Edition
Evelyne Borst and Elmer D. Mitchell
The Ronald Press Company, New York
1959
11.
e
e!P
GOQD, 14k1MERS
ji
To, suggest activities that would increase the interaction Of the visually
handicapped student; To develop socially 'acceptable behavior in the
visually handicapped student or child in the family, school, and community.
Age 5 and up
To develop proper table etiquette.
Plan different activities with your students to further develop good

table manners. After some discussion on tab!: manners, have the students
go out together to dinner at a local restaurant or plan a dinner of some.
type (potluck, etc.). In planning a dinner, not only will the students
have the opportunity to practice good table manners, but they can practice
preparing a meal, setting the .able, etc.
GOOD MANNERS
To develop oral, written, and silent communication skills.

To develop
socially acceptable behavior in the visually handicapped student or child
in the family, school, and community.
Age S and up
To develop proper telephone use and etiquette.
Use the Teletrainer unite which are available for elessr000m

use by
Illinois Bell Telephone Co. These unite are prepared
for the third and
seventh levels, but can be adapted by the teacher for use at all grades
levels. The units supply braille and print booklets on the use of the
telephone, movies of possible telephone situations (how would
you handle
this, etc.), and a telephone hook-up where you can control rings,
etc.,
and carry on two way conversations. Illinois Bell will.also supply
an
obsolete phone for your use in the classroom.
Materiels: Contact Illinois Bell for information.

COMMUNICATION SKILLS
To develop written communication skills.
Age 10 and up
To teach or improve communication skills; braille reading and writing,

typing. 4
Hadley School offers some courses on a pre-high school level. Some

possible courses in written communication would be braille. (Talking
,Braille, Braille Review, Braille Reading Revive, Braille Writing,
Grade III Braille, Typewriting for Partially Sighted and Blind Persons).
Check with Hadley School on the appropriateness of these courses.
Materials: Hadley School for the Blind

700 Elm Street
Winnetka, Illinois 60093
Phone: (312) 446-8111
BEST COPY AVAILABLE
BEST COPY /11111ILABLE
To suggest activities that would increase the interaction Of the

visually handicapped student. To develop oral and written communication
skills.
Age - all
Development of depth of topic in conversation.
Have the students work on a class newspaperor newslettier which includes

school, family, and neighborhood news item. ( Community and otheriews as
well if desired.) This will make the students more aware of what is going
on about them and perhaps encourage their participation in different
activities. It will also give the students knowledge of common subjects
with which to talk to others in the school, home, etc.
Include in your curriculum a section on current events. Have the students

keep up with news reports on a variety of topics. Go over editorials and
newspaper reports together. Debate current issues. These activities can
be done on the local (community), state, national, or world level.
Blind people will often suffer from a very high degree of verbalism.
Verbalism is "the manipulation of empty words or those with..few...
associative links." Although everyone engages in some verbalism, many
.blind people exhibit it to a degree which results in mealy faulty
'generalizations. It is necessary to provide many rich, stimulating
experiences in order to make the blind child's speech more meaningful
to him.
Discuss gossip and how it can affect both.. the person speaking and the
one being spoke about.
Materials: 1IltlheisuallHashildnScoo
Berhold Lowenfeld-Ed.
The John Day Co, New York
1973
P. 210-211
CCMMUNICATION SKILLS
To develop written communication skills.
Age 8 and up
To provide information on the different types of slates and styluies

available for use.
Howe. Press of Perkins School for the Blind offers a variety of slates
including a postcard size which is handy for nototakinglor students..
. They also offer several types of.erasers..
Once a child learns braille and is able to use a elate and stylus, it
is necessary to provide different activities which require the child
to use the slate and stylus. Rave the children in the class exchange
phone numbers, etc..and use the slate and stylus to do so; or ask, a
particular child to grab his slate and stylus, and jot down a list of
items for you. The more you have the child'use the slate and stylus.
and let him see the practical reasons for using the slate and stylus, the
more confidence he will Bain and the more he will use it.
American Printing House provides slates for many different uses and
preferences. oma of these are Interpoint Pocket Slate (Cat. #1-0007),
tnte?point Postkard Slate (1-0011), Desk Slate (1-0004 and 1- 0006),
Corvecting Slate (1.0019 and 1-0014), Pocket Slate (1401S, 1.0009,
1-0016, 1-0010), Plastic Pocket Slate (1-0008), Post Card (14018, 1-0012),
Brown State (1-0017). The teacher should help the student become
familiar with the different types of slates so that he can choose
the slate which best suits his needs.
7.
Materials: Howe Press of Perkins School for the Blind

Watertown, Massachusetts 02172

Louisville, Kentucky 40206
BEST COPY Ayi MAHE
COMMUNICATION SKILLS. ,
To develop oral, written,, and silent communication skills.
Ago 8 and up
To encourage appropriateness of speech.
Discuss or act out situations where different types of speech (appropri-

ateneds) would be used. Talk about the right words for certain occasions
and places. Discuss conversational possibilities and courtesies. List
some do's and don'ts of conversation. Often blind persons wart to
monopolize the conversations to assure contact. This needs to be discouraged.: .
The student should be enCouraged to participate in school or community

speech (debate), dramatic etc., events. .These activities provide practice
in expressing oneself clearly both in speech and thought, as well as,
opportunities to develop good gestures. facial expressions,eye contact,
mobility, etc.
Some hints for parents:

1) "Encourage your child to talk about his feelings. Help him understand
what happiness, anger, and sadness mean." (p. 5)
2) "Talk to your child about the things around him." He must learn from
what he touches, ttears,'nof what he sees." (p. 5)
3) "Encourage your child to speak in sentences. Ask him to tell his
favorite stories." (p. 33)
The teacher should be aware that many young children have articulation
problems in speech until second and third grade. After this time, if
articulation problems persists,.it may be wise to seek advice from
specialists. The teacher should also always speak clearly and properly
herself since children will imitate speech at, this stage.
Opportunities for orally relating family or school experiences', dramatic

play, and any other activities where the child must clearly express himself
verbally should be provided.
The source listed below is a book of poetry in which colors are described
in more concrete terms (matched with items or experiences' blind child
can understand). The book is one example of a method to help a blind
child better understand abstract words and use them with more meaning in
conversation.
Ask the players to form a double circle--some facing in a counterclockwise

direction, some in a clockwise direction. On a signal or to music, the
students or children attending a party move in their given direction. When
the music stops or a signal is given, the circles face one another. The
leader announces a topic of conversation. They discuss the subject until
the signal is given or the music resumes. At each halt, they find a new
partner to discuss a different subject with. A visually handicapped
child could easily be included in this game by using the following sighted
guide technique.
Communication,Skills
WY COPY . MAKABLE
Materials: #.21.21.1.21altas4114m,...=
Roosevelt
Part VIII, ch, 30 p. 497
INDJAILBAId, chapter 8, p. 122

Berry, McOrwHill, 1966
Oradea VIX, 6 records #3-3551
Price: $4.50 .

1839 Frankfort
Louievilla, Kentucky
preechool Dale, ing Activities for the

Vie 1lv xsm?ai,xed Child Ay Guide for
Parents
Public Instruction
Tta hi Chi id
Virginia E. Bishop
Chas. C. Thomas: Springfield, Illinois
1971
pp. 65-66
Mary O'Neill
Doubleday and Co., N.Y. N.Y.
'1961
issIg16.02PLIRE-Imatiaa
Second Edition
The Ronald Press Company, Now York
1959 ,
CCEMUNICATiAN SKZLLS
.
.
skills.
To develop written' communication I o
.
.
"
Age 8 and' up . .
typewriter and to type Zittere.

To teach the child how to use the
the correct form for typing
Use any good typing booksfor information on listed
An adapted approach ,of the book
letters. Also, Chapter VI-Typing: the bliad -child how to
below provides Lessons to .follow foe teaching
: .
type. .
. I
1
(
for teaching the child how to

,
Use a good etiquette book a a resource

type personal letters.
tiaterials; TeachiftaLthe Visually Limited Child

:
.
-Virginia E. Bishop
Chas. C. ThoOas - Springfield, ,Illinois
4. .
1971 , ..
- e
c.
*p. 111-131 -. :
One posiible source which is available

from .0
is:
American Printing House, on skate, quota
.
Manners Made Bess .

. .
Berry, McGraw -Hill

1966 .
O
.
Grades V-IX, 6,records 1, .
,,
#3-3551
Price: $4.50
AVAILABLE
BEST COPY
0
To develop, written communication skills.
Age 4 and up
To learn to write longhand with the use of aids. Use' a signature guide
to aid in reducing the size of a blind student's signature to an acceptable
size for important papers and checks.
'Signature Guide- -use to practice in reducing the size of the signature.

Use the script guide in writing longhand, Provide experience in using
raised paper and stationary.
There is also a script writing guide available frOm England which works
very well. It uses an odd sized paper and encloses the paper in a frame
which has elastic pieces resembling lines all the way down the page.
Script Guide--WS203 $8..95

'Signature Guide--WS202 .65
Plastic Scripts Guides .40
.95
Signature Guide .30

Grooved Fiber Writing Guide CI x 11
1 dozen ,.30
Raised Line Tablets
Raised Line Checkbooks
Make an outline wieh,Elmer's Glue of the student's signature. Let dry and
use an an aid in learning how to form the letters.
Put an outline of glue on the paper--then press pieces of yarn on to form

the outline of the signature.
Materials: American Foundation for the Blind

15 West 16th Street
Department B
Nei/ York, New York 10011
Howe Pres's of Perkins School

for the Bllnd
Watertown, Massachusetts 02172
'American Printing House for the Blind

1839 Frankfort Avenue,
Louisville, Kentucky 40206
BEST PY AYAIL/Gli
et,
S =NT COMBINICATION
lo develop socially acceptable behavior in the visually hOdiaapped child in

the family, :school, and community.
Age 5 and up
To acquaint the child with unacceptable blindisms.\
Through discussion etc., acquaint the child with those blindism which are
unacceptable.. Let the child know that others do not do these things and
that by doing so he makes himself conspicuous. Talk about acceptable
gestures..
Uaterialn:
Minas Braille and Sight Saving School
1970
page 131
C1
COMMjNICATION SKILLS
To develop silent communication skills. To develop socially acceptable

behavior in the, visually handicapped child in the family, schOgil; and
.
community.
Age wand up
Development of eye contact.

I
. i
Discuss with the child "eye contact" and why he should use eye contact.
(People should look at the person who is talking because it is polite,
it makes the person feel you are interested, etc.) Talk with the
student and /remind him to turn his head in the direction of the person
who is spesqcing to him. Practice this.
c;
Materials:. TechnioUes for Daily Living
1970
page 128
BEST 'COPY AVAILABLE
SII2NT COMMUNICATION

behavior in the visually handicapped child in the family, school, and
community.
Age 5 and up
To impress upon the child the importance of faciallexpressions in conveying

feelings and attitudes.
Do not hesitate to.remind the child to use facial expressions. A phrase

such as, "You don't. look as if you enjoy this. Show that you are happy"
would be sufficient.
Varying the activity slightly for the age level of the child, have the
child, make faces, using basic smiles or frowns, in clay or wet sand.
A curriculum for teaching facial expressions, practicing appropriate

facial expreesious whileAaliminating inappropriate ones, `could be good..
Four and five year olds will love to act out simple nursery rhyme, uch
Goldilocks and the Three Bears, or the Three. Little Kittens. ;hey
don't need to always remember the lines exactly. They will also enjoy singing
rhymes, such as, Little Sally Saucers. Older children can pantanine to
other singing games, such as this.
The ?armor Grows the Wheat- -(Tune of the Farmer in the Dell)
iwordes pantomine:
1. The farmer grows the wheat Digging, planting, cutting, threshing
2. The Millers grind it to flog Windmill turning, grinding, Lifting.,
filling flour bags
3. Then baker maked the dough Mixing, kneading, dough rising, and
putting in oven
4. The grocer sells the bread Take off shelf, packing, take money,
say thank you
5. The child 'eats a slice Eating or making a sandwich and eating it
A kinesic vocabulary which can be used in the training of facial expressions,

gestures, and posture. FACIAL EXPRESSIONS - grin, smile, frown, anger,
surprise, disgust. Gestures -.Positive response head shake, Negative response
head Oaks, Doubtful of indecisive shoulder shrug, Motioning "come to"
"go away" and "VI", Pointing - "pointing "over there" "here" "this" "that"
"you" "he" "him" "me" "I", DESCRIPTIVE - hand, arms, fingers--"big" "large"
"huge" "little" "small" " tiny" "short" "wide" "thick" "narrow" "straight"
"thin" "curved" "round" "circular" "fat" "bumpy" "rough" "smooth" "two"
"three" "four" etc.
Use large paper bags as masks. The child can use different smiles, frowns,
to make different facial expressions. Use the masks in dramatic play.
Happy Face Gam - One would' have to adapt the board to work with a blind
student. It can be done.
A curriculum for teaching facial gestures (smiles, frowns, etc.)
Through a Girl or Boy Scout Organization or a community group, the visually

handicapped child can participate in dramatic productions.
,
LENT COMUNICATION
IASI COPY AVAILABLE.
torials: Our Blind Children

Berthold Lowenfeld
Chas. C. Thomas, N.Y.
1971 .
p. 207-8
.1.-ShASULOL.101.2AUL143.-11-inal
Curriculum developed by the Child Care Staff
\.
1970
page 131
iblEPAIZAML1012211
compiled by Rovert V. Masters
Doubleday and Co., Inc. N.Y.
pp. 34, 72, and 121-2
Apple, Marianne M.
"Kinesic Training for Blind Persons:
A Vital Means of Communication."
kill.,Namlijothelind, Sept. 1972
Vol. 66 #7 p. 207
What to do When "There's11121gusL12,2"

Elizabeth M..Gregg
Dell Publishing Co., Inc. N.Y.
1968
page 104
A.M.P.P..e.nzatterso
for Blind Persons
1970
page 196
SILENT COMMUNICATION
To develop silent communication skills, to develop socially acceptable

,behavior in the visually handicapped. child in the family, school, and
community.
Age 5 and up
To develop accuracy in gestures, body language communication.
Work from small movements out to large ones. The child can pantomine
to descriptive poetry or verse. This can be used at all levels,
depending on the particular verse or materials used. For example,
the child or children could mimic the flight of a flock of birds
"I waveuly arms in the air. I make my hands flutter. I wave my
arms high and flutter like birds flying. I hold my head high;
wave my arms. I flutter myhands. I run through the air like
birds flying. I hold my arms out. I feel the air under them. The
birds stop flying. I stop running. I stand and shrug my shoulders
and shake myself. I hold my elbows close to my sides. I sit down.
I rest my chin on, my chest."
Some other suggestions for possible verses are: angry cat with arched
back, bunny rabbit hopping in garden or eating carrot, duck waddling
to the pond, a hoop rolling (somersault, etc.), oppossum rolling down e
elope, sleeping baby bear, astronaut doing moon walk.
Like all young children, visually handicapped youngsters will enjoy

roleplaying. Simple games of "pretending", such as playing 'house with
one child as the mother, etc., can do much toward the development of
gestures (rocking the baby), facial expressions, etc.
A list of gestures with which the child should become familiar: gestures
involving the hands and arms, such as waving hello and good-by, or
waving someone past, cupping the hand to yell, cupping the hand to whisper,
fanning with your hand or a magazine, pointing your hand or finger, clapping,
cupping hands to drink water, etc.; gestures involving the head, such as,
"nodding yes" or "no", turning the head when sneezing, nodding to motion
"\let's go", bowing the head only; and miscellaneous pastures, such as
stooping, bending, gathering scraps from the table into one pile, sitting
with hands folded on lap, standing with arms at sidei.
Have the child "act out" or pantomime to records. Children can pantomime
to different sounds on records such as those, on records found in the
Peabody Language Development Kit (for example: the sound of a ball
bouncing; have the child identify the sound and then pantomime bouncing a
ball.) or to other records such as "Let's Se Firemen" (1024 - Children's.
Record Wild).
A curriculum for teaching hand gestures would also be useful.

Materials: The Folkwavp,

Iris Vinton
Stackpole Books, Pa.
1970
page 241
tIAIgjojgLallykiALehs%
Curriculum developed by Child Care Staff
1970
page 1320 133
Peabody Language Development Kite
West to do When "Th ®re's Nothing to Do"

Elizabeth M. Gregg
Dell Publishing Co., Inc. N.Y.
1968-
page 167
6 Step-bv-Steo Guide to Personal

Management
1970
page 196-199
t
BEST COPY AVAILABLE
SILENT CMMUNICATION
To suggest activities that would increase the interaction of the yisually

handicapped child.
Age 5 and up
To encourage "listening"
Musical chairs.
"Simon Says".
Who is Speaking? The players sit in a allele, all except the person chosen
to bo "it", who stands in the center. Blindfold "it" if necessary. Have
the players change seats to increase the difficulty "it" will have in
identifying them. Have someone tap the shoulder of one of the players in
the group and say "Speak to it, please." The person responds with a
remark and "it" tries co identify the player's voice and give his name.
If he guesses correctly, "It" exchanges places with the player. If,
however, he guesees incorrectly, another person is selected whom "it"
must try to identify. If "it" fails to ideitify two players consecutively,
he selects another member of the group to take his place while he joint:
the circle. (This should he played when all the players know one another
well enough that they are able to identify one another's. voices.)
"Cheep-Cheep". Choose one child to be Mother Hen. She (or he) goes out
of the room for a short time while the other children choose someone to be
the baby chicken. All of the children in the roam should be seated with
both of their hands covering their mouths. When Mother Hen comes back
into the room she/he says, "Where is my baby chicken?" The baby chicken
says very softly, "Cheep-Cheep." The Mother Hen listens closely and has
two chances to find her baby. If after two guesses, she does not find
her baby thicken, she has to go out of the room and do it over again. If,
however, she/he identifies which child the "Cheep-Cheep" is coming from,
she may sit down, and the baby chicken now becomes the new Mother Hen,
The game starts again.
Ticking Timer. A kitchen timer is set for a certain length of time and
hidden somewhere in a roan. The 'searcher's only clue is the ticking
sound. His time is up when the bell goes off.
Find the Watch. Blindfold, if necessary, one player, "it", who stands
in the center of a circle which is made by all the other players. Someone
holds a clutch at face level and stands within "its" hearing range. Start
the watch, "It" tries to locate it by listening to the ticking of the
watch. When he finds it he puts his hands on it. A time-keeper has a
record of how long it takes each player to find the watch. After everyone
has had a turn, the player finding the watch in the shortest time wins.
Materials: Social Dames for Recreation

Evelyne Boat and Elmer D. Mitchell
Ronald Press Co., New York
Copyright, 1959
The Rains, Day Book

Alvin Schwartz
Pocket Books
Copyright, 1968
SILENT COMNICATION,

behavior, in the visually handicapped child in the family, school, and
community.
Age 5 and up
To teach the importance, of good posture and to practice good posture.
Posture (sample):
A. Standing
1. Put heed erect.
a. Chin parallel to floor; top of head should feel as if being
pulled upward*
2. Stand with feet pointed ahead approximately two inches apart.
3. Stand with shoulders back and dropped in a relaxed position.
4. Hold chest high.
40.
5. Hold stomach in.
6. Keep knees relaxed.
7. Elbows should be slightly bent tnd palms turned in toward body.
a. A child may use the flat surface of a wall-es a guide for
standing correctly.'
b. Be sure child's back is flat against the wall by trying to
put your hand between his back and the wall (this is to insure
perfect posture).
A curriculum for teaching good posture while standing, sitting, walking,

and lifting Would be helpful if patterned after the above.
Enroll girls in a department store charm class (Wily Word) etc.) where
they will participate with others in learning the proper way to carry
themselves, appropriate gestures, etc., in addition to other valuable lessons
in grooming, makeup, clothing.
A Grooming and Eitercise class as part of the curriculum can be helpful in

teaching the basics of good posture and proper gestures and mannerisms.
Use the student's body to demonstrate posture; let student feel body posture.
tikke use of straight surface or wall to illustrate correct posture.
Use songs with movement to go along, such as:

"Stand Up Tall"
Stand up tall; (stand)
Hands in the air; (raise hands)
Now sit in your chair; (sit)
Clap your hands; (clap three times as words are Mid)
Make a frown; (knit brows)
Smile and smile; (smile)
And flop like a clown! (relax with arms dangling.)
Adapt the songs for the age level.
Use jointed or wire dolls to show differences between good and poor posture.
Have the child imitate the good positions.
Have the students work on the construction of jointed puppets (marionettes)

and then use these puppets in a production.
BEST COPY AVAILABLE
S ANT COMMUNICAIXON
Materiels: IMPAMWILLIMSUAZIAILIA.
JacksonVille, 41inois
page 89 1
A StaftlEattISSALWAMEMLUNWLEMEtal
for WO Persons
1970
page 192 -195
Yo-Cane Mobil tWnit...1204ationEt Skills

for the Blind Curricaum Gutg
Michigan School for the Blind
Lansing, Michigan
page 3
7.
ea
J
ry
1E31 COPX AVAILABLE
OPAL COMMUNICATIOL,
To suggest activities that would increase the interaction of the

visually handicapped student.
Age S and up
To play Famous Characters. To develop oral conversaion.
Faimous Characters
Pii a slip ofpaper on each person with the name of a nursery rhyme or
fairy tale character for young children, or a famous character for the
older children. Do not let him know what the name of his character is.
As the students move about the room, they look at the names of the other
students. They speak with them as if they were speaking to the real
person. Each person tries to gues Wito he is through the hints from these
conversations. Continue the game until several people have guessed
who they are.
20 Questions
One player decides to himself, without telling anyone else, that he is .
an animal or animal product. His opponents try to figure out what he

is by asking him questions. They all take turns asking questions until
20 questions have been asked. All of the questions have to be ones that
can be answered with only a "yes" or "no", "I don't know", or "sometimes".
The person portraying the'animal or product gets the same number of
points as the number of questions asked when a correct guess is made.
If after 20 questions, nobody guesses correctly, the person gets the same
number .of points as the number of questions asked when a correct guess is
made. If after 20 questims, nobody guesses correctly, the person gets
SO points. The -onavith.the most points at the end is the winner.
Role Playing through the use of puppets

Attached is a sample of a very inexpensive puppet--lunch bag and
construction paper. This could be designed with any object or
person. The sample shows a pumpkin.
Materials: itatILLQUEML&LIOJUOMLLE8
The Ronald Press Company
New York 1959
,lhe Rainy Day Book

Alvin Schwartz
Pocket Books
Copyright, 1968
Lur c;1 bags

Construction paper
Other materials for making puppets
BEST COPY AVAILABLE
I
CONNIRCIALLY ADAPTED CANES
To suggest activities that would increase the interaction of the visually

handicapped child with his sighted peers.
Ages' vary
To learn and play games.
Beetle
This game contains wooden pieces making up component parts of four "beetles",
and.is for two to four players. Beetles are assembled by each player according
to throws of the dice. The first Mitt a completely assembled figure is the
winner. Tito or more sets may be combined for larger numbers of players.,
Bingo
Bingo for individual playero adapted for blind students. The board is
6" by 6 3/4" and 3/8" thick. The plastic top is flexible and has braill4
and print numbers on convex squares. Press the number down, with your finger
and it snaps into a concaveosition. No call numheft are used. The
numbers can be quickly snapped back to their original, position by using
Co finger holes in the back of the board.
Card games (Canasta, Pinochle, War, Crazy Eights, Rummy)

Brailled "Bicycle" Cards Standard Deck
Brailled "Bicycle" Cards - Pinochle Cards
Rem Plastic Brailled Cards Standard Deck
Rem Plastic Brained Cards -- Pinochle Cards
Jumbo Cards oversized symbols and numbers, for persons with impaired vision.
Standard Deck
fy
Checkers
Checkers: adapted for blind students. The checker board is a 12' plastic
square with sunken 1' squares 3/10" deep. Colors are distinguished by
round and square ben. The men are 3/8" thick and hollow on one side for
their use ma Xingu.'
Chess
Chess Set: adapted for blind students. Wooden chess Wird and men. Board
with raised and lowered squares. Measures 113/4" square by 1" thick. Men
equipped with metal pegs which fit into holes on board. Colors distinguished
by having "flats" sanded an the white. Min are housed in a wooden box with
slide cover.
Chinese Checkers
Chinese Checkers: adapted for blind students. This game-is played just like
regular Chinese Checkers, with a 161/2" square woodframed board and with
differently shaped wooden men.
Cribbage
Wooden board measures 3" x '14 3/4". Roles marked with grommets for easy
location. Brass markers in enclosure in rear. One also needs a brailled
deck of regular playing cards.
N
COMMERCIALLY ADAPTED GAMES.

aist coPi AVAILABLE
.
Dominoes
Dominoes: adapted for blind studentn. -Played* with pieces of molded plastic
with raised dots. FollqW the regular,rulos'of Dominoes.
,
Fractions
decks ,each with 54
cards with different fraction value6. Played somewhat
like rummy,bUt object is to make whche numbers,. For chi/ldrun 8-14, but adults
can play too.
Parcheesi ,
Parcheesi: adapted for blind students. riie gime is Wed with a heavy
:cardboard with a wooden frame which measures 173/4" squara. The dice have
raised dots. The regularly inkprinted squares Aid spaces are replaced by
holes into Which'man of fitur different shapesit. Extra holes outside
. the pettern indicate safety spaces. The original Parcheesi rules are
'followed.
. me IT.VIr;.,-...er.,v7;;.;7.;--Te F-9
Rook
Special card game with 23 urariatious.
wa
.- Scrabble
=aEraille_indications added by manufacturer ©o game can be played by blind
and/or sighted ersono. Plastic waffle-like Mat with braille symbols has
been placed on top of inkprint board. Tiles, with inkprint board. Tiles,
with inkprint nd braille letters, fit securely into net. Board equipped
with built-in turning device making it 'revolve easily when placed on flat
surface. the.ndes instructiosa in bratile anti inkprint as well as slastic
braille card ,iving Value and distributiog of tiles. Tile racks provided.
Board measur s about 15" sque.re.
Ht-Q Puzzle
Plastic
Hi -Q -Puzzle. . .An excellent solitaire game with many variations.
pegs and a board with 33 holes in it are used fok this game. At the
beginning, pegs are fit into all the holes in the'board except one. The
object is to remove all the pegs 'except one by jumping as you do to
checkers. The peg which remains at the end should be in the hole which
was. originally left\hlank.
r.
Tic-Tac-lbree
Tic-rac-Three. Thin can be played by two or more people and the rules for
Tic-Tee-Three are followed with many variations available. The playing board
is 10" equarc and consists of 9 large squares, each having 3 shaped recesses
for pieces. nee of the sets of pieces has a notch on the top. Each set of
pieces has 9.round, 9 triangle and 9 square shape which correspond to the
recessee in the playing board..
Materials: Adapted form of the available from:

American Foundation for the Mind
15 West 16th Street
New Yorls, New York 10011
4
O
AVAILABLE
BEST COPY
'GENERAL PARTY/GROVP ONES
Ago varies
4..
Teakettle
One player leaves the room and the other players decide onto words which
are pronounced alike and have different meanings. When the words have been
',decided upon, the player who left the room returns. He may ask questions,
and the players must use sentences inwhich the word decided upon should
occur, but instead of-saying the words they mist replace the words with
the word teakettle. The player who givei away ttie:words or who furnishes
the clue that enables the leader to gues must be 'the next to:go out, and
so on.. .
%
.Scavengerleurry L .,;
IV I'' Divide the'total 'grodie into foursomes.' Give 0501 group a listIa items
that they aro to find. None of the items'may be purchased, but'ilust be:
-requested from-the'homes -ln-the immediate- neighborhood. Set $ time for 8 O.
the return of the students; any groups, late will be omitted from the
competltion. The group finding all or the most Items from theist wins.
All groups should be given the same list of items to be found.
Jack and the Bean Stalk (or any other story)

Name the. guests after the objects and. characters in the story. The leader
in the center reads the story. As the story is read, names of these objects
and characters will,be mentioned. As these are read, the player with that
name must get up and turn around. 'When the word beanstalkis mentioned all .
must change chairs. .If the leader 'secures one of these chairs, the person
left without a chair must become the reader and the game continues.
Bean Trading
'Give each guest'ten beans. 'ThroUghout the party whenever any player gets
another player to answer a question with.nyes" or "no", that one must give
him a bean. A prize can be given at the end of the party to the one
securing the highest number of beans.
Grocery store
Divide the group into two equal parts. These two groups face. one another.
The, leader stands in the centet:with a number of letters face down in front
of him. He picks them up one qt a time. When he says them, the first
person in each line says the name of a food that can be purchased at the
grocery store. The team answering first gets one point. The first members
of each team go to the back of the line; the game continues using the
next in line for each team trying to answeraorrthe next letter the, leader
pulls.
Four of a kind
Write the name of the same song on four separate cards. Do a different song
on four cards for as many groups of four as are attending. Give a card to
AVAILABLE
LF.ST CO?(
.1
GRBRAL ARTY/GROUP GAMES

/.
,etch person. At the signal they are to find the other three people
who have
the same. song as they. The first four to find etch other win. They are
then asked.to sing or hum\thoir song.
Spin the bottle

All the players sit in a circle and the leader asks t:J;:m to number off all
the Way around and asks them to remember their number. The leader then
sins the bottle on its side:" As he does this, he calls out ewo,nuMbers.
The ones who have these numbers must catch the bottle beforiAt stops
moving. If he does not, he must pay a forfeit. There can be one standard
forfeit or a bunch of forfeits chosen like a grabag technique.
Poison Penny
A penny should be giveri to one player in the circle and passed around among
the players as long as music is played. The player who has the penny when
the wait stops must drop out of the game. No player must hesitate to take
the penny when offeted to him, but must take it and pass it on quickly. If
the group is large, more than one penny should be used.
Beanbag Scramb:e
There should be one less beanbag than players. The bags are placed on the
\floor as this people stand in a circle. While music is being played, every-
body should march around in a circle until the music stops. At this time,
everybody scrambles -for the beanbags. The player that fails to get one is
out. This goes on and on, each time with one less beanbag than the number
of people still in the. game. &prize should, be given to the one who gets
the last beg.
Farmer in the Dell

The players All stand in a circle, with one of them inside the circle representing
the farmer. As the words are sung,. the action described in them takes place
among the children. In the second verse, the farmer chcesesa wife, and in
the third verse the wife chooses someone for the child, and so on. The final
lines are "The rat takes the cheese" and "The cheese stands alone" at which
time all the children chase the cheese (if there is enough room to run about).
The one who catches the .cheese becomes the farmer for the next game. The '
words are as follows:
The farmer in the dell,

Heigh -o, the merry oh,
The farmer takes a wife,
Heigh-o, the merry oh,
The farmer takes a wile,
the wife takes 4 child.

The child takes a nurse.
The nurse takes a cat.
The cat takes a rat
The rat takes a cheese.
The cheese stands along.
AVAILABLE
GENERAL, PARTY/Snag WM\ BEST COPY
Post Office
-.Assign each member of the group the of a city. Postman stands in the
'center and calls out the miss of two cities. The postman tries to get one
of the empty chairs as the t!o people representing the cities try to exchange
places. The on without a seat becomes the next postman. A blind child
could be paired withia sightil,partner.
Rug Scooter .
Divide the group into two or three equal parts. A smooth, slippery floor is
also a 'requirement. (Each groupneeds a small rug. The first person/starts
and must propel himself on the rug used like a scooter to the opposite side
0
of the room and back. Each teamonember on each team does this. The team
first finishing wine.
Pass the Beans

'Divide the group into teams. Have half of each team face each other. The
leader starts the relay by dripping five beans into a paper cup--one at a
time. Provide that first player with a straw. The begns'must be passed down
the line from cup to cup by putting the end of the straw against them end
holding them be suction only. The leader must get to the end of the line
to catch the beans in his cup--one at a time. The line to get all of the
beans back wins. .
Plate stack
Players form teams and stand in lines. Give the last player on each team
six plates. When the signal is given, the last player on each team passes,
the plates to the person ahead of him one at a time. Passing continues
until the first player receives all the plates. He stacks them onthe floor.
The first team to have the six plates stacked gets five points; the second,
four; etc. The first player from each row takes the plates and goes to the
end of the team while everyone moves forward one place. Play continues
until everyone has had a chance to stack the plates. The team scoring the
most points wtns.
Gunny-sack race
MiscellaneousScramble
Hide several miscellaneous items, such as pieces of candy, pencils, novelties,
etc. Give each child a paper bag and give a signal for the children to run
and search for the items. They get to keep whatever they find. The blind
eaildrep in the group can be accompanied by a sighted partner.
How will you travel?

The leader tells the group thet.he is going on a journey and would like to
have all the guests join him. The guests must select a proper means of
travel. For example, the leader could say, "I am going to take a trip to
Toledo." "Would you like to go with me?" The first players says yes and
guesses a means of transportation after the leader asks him how he wants to
'travel. If the means of travel begins with the same letter, he becomes the
leader. If it does not, he sits down. The leader would go the next player.
If by the time those who answered incorrectly have their next turn and answer
correctly they can return to sit on their chairs. Any means of transportation
can be chosen, no matter how silly. The only requirement is that it gnat
begin
with the same letter as the destination.
AVAILABLE
BEST COPY
GENERAL PARTY/GROW GAMES
Pocket Scavenger Hunt

This can be played as an individual game or in teams. The leader calls out
items that the contestants might have in their pockets. (Include some
peculiar items to add some humor to the gamm.) Award prizes to the individuals
or to the team with the most items called.
Grunt, Pig, Grunt

Players stend'in small, tight circle. Thelestands in the circle blindfolded,
if necessary. It would not be neceusary to blindfold the blind child taking
part. Turn the player around several times. It then walks forward until it
touches someone's shoulder. Ho commands the player to "Grunt, pig, grunt "..
The player mustiount.,It tries to guess the player. lie can asks the
player only three timno to grunt. If he is unable to identify the player
in that amount4of time, it must go on to another person. If it identifies
the player, ha joins the circle and the player identified becomes1t:'
Materials: p......lesbizieCol
419
Rev, Rd. Arthur M. Depew
New York: Abingdon Press, 1959
Social Games for Region

Borst and Mitchell
The Ronald Press Company,
New York, 1959
Margaret Mulac and Marian Holmes

Harper and Row, New York
Copyright, 1951
Fun And Games

Margaret E. Malec
Harper and, Brothers.
4 New York, 1956
SEASONAL GAMES
Age varies .
Are you what we suspected?

Prepare sheets like the one in the illustration or an &lactation of it. The
people playing the game are asked to fill in the blanks with words that others
will not think about. It should rsquire about fifteen minutes. Score as
follows: ten for each person having a word no one else has. If two have it,
nine each; three, eight each;. four, seven each; more than four, one each.
Take off five for each space that is left blank.
This Is To Find Out If You Really Are What We Have Suspdcted An
APRILFOOL ........,
The name of something we eat

,
A
The name of a-Bible character
I a, I, I p,
The name of a girl .
The name of a boy

1 I , I - 0
11.-
.a
An art $,cle of clothing l' A
*
A city in your state -411111 4, III
Christmas Treasure Hunt

Give each player a Christmas stocking and list of objects to find. Each
player can pick just one of-each object listed. The one finding the most ,
wins the game.
Christmas Stagecoach
In advance the players are given words which are found in the poem, "Twas
The Night Befote Christmas". One person reads this poem, while the others
sit in chairs, in a ircle. As the poem is read, the one who has the ward
must get up and turn around. At any time the person who is reading may
yell "Santa Claus", and when he does so,., all the players must change seats.
If the leader secures a seat, the one left over becomes the new reader.
Hidden Christmas Bells

Bells cut out of green cardboard are hidden around the room. At a signal,
the guests hunt for the bells. The one finding the largest number of bells
wins a prize. The blind children should have a sighted partner to help
them search for the bells.
Exchanging Bells
Each guest is given five or ten small bells cut out of red cardboard. 'they
are given five or ten minutes to trade bells in attempt to get a larger cumber
of them. This is done by asking questions. Any person who answer either "yes"
or "no" to any question must give up a bell to the person asking the question. A
prize may be frven to th© one with the most bells at the end. Another way to play
this game is not to hm.e any definite time for it, but to give out the bells and '
let it run throughout the evening. At, the end of the evening, the person with
the most bells wins.
SEASONAL GADS BEST COPY AVAILABLE
Christmas Charades
Divide the players into four groups and hove each group Await a leader.
reirasent,same phase
Each group is to take turns giveing a Jureade that wi,.t
what it is. The 1,1114 uhiAdrell
of Christmas spirit. '_:The others try to guess Also, if their group is
who play can also Make the appropriate gestures.
blind children should each have
not "acting out" a charade at the time, the
is going on among the ones who are
a sighted friend describe to him what
,
giving the charade.
Fighting EasterEggs
been colored. These can be
Give each guest three hardboiled eggs which have
They are to fight with the eggs
the same eggs that are used for decOrations.
theirlown egg. 4ny egg
and break the eggs of opponents by hitting them with
the meet eggs wins.
that they;break they may take. The person getting
'Easter Sunday
words "Easter Sunday".wiitten
Give to each playir a sheet of paper with the
words as they can from the
on it. Give them five minutes to write as many
words wins the game.
letters in Easter Sunday. The player with the most
Egg Relay Have them stand

is large.
Divide the group into two teams; more if the group
The first is given a
in line facing a goal fifteen'to twenty feet away.
the first is each line
teaspoon and a boiled egg. When the signal is given,
by the end of the handle,
puts the egg on the teaspoon and holding the spoon thing. If
tries to run to the goal and back. The next in line does the same
and the game continues.
the egg is dropped. it must be replaced on the spoon
The group first tocemplete this task wino the game.
;
; -A Halloween Hike different routes from the starting place

The party planners make up two or more
into two or three teams and given
to the goal of the hike. The group is divided
directions can be found.--
directions to the first place where each team's next
the party planners. The groups
Directions must have been hidden previously by
place, where refreshments
finally arrive, by different routes, at the same
the first group to arrive. A visually
can be served, and a prize awarded to
by joining another member
handicapped child can easily take part in this game
of his team.
Bobbing for apples

Float the apples in the tub
Fill tubs with water in the yard or on a porch,
of their hands.
of water. The players must get the apple without the use
When a player gets the apple, he can eat it.
Jumbled Names of Halloween Objects

have them unscramble them. A
Give the messed up version to the players to
in a given time period.
;nice could be awarded to the one decoding the most
1. Tsoehg (Ghosts)
2. Elesokent (Skeletons)
3. Arocdesnoit (Decorations)
4. Snilogb (Goblins)
5. Slow (Owls)
SEASONAL GAMES
6. Skippunm (Pumpkins)
7. lacj o'snretanl (Jack-o'-lantern)
8. Kalcb stac (Black cats)
9. Tabs (Bate)
10. Chetisw (Witches)°
-11. A Pptale lApples).
12. Osmetcue (Costumes)
13. Kassa: (Masks)
14. Shemerferstn (Refreshments)
15. Esagm (Games)
16. Shoe roitess'(Ghost stories)
Jack-o'-lantern Relay 1'
Divide the group into team giving the names like bats, ghosts, owls, and cats.
Give the leader of each stoup a pumpkin in which there is a lighted candle.
They ate to move to a goal and back without extinguishing the candle and are
to hand it to their next teammate., They are to hold the jack -o'- lantern so
the draft will blow through. If the candle goes out, it)aust be relighted.
The team finishing first could be awarded Halloween: candy.
Halloween Ghost Story

The
The group should sit in a circle in a dark room, lighted only by a candle.
narrator site in the middle of the circle and tells a ghost story. As the story
Otogresses appropriate objects are passed around the circle to make the story
more effective. An example of a story which might be used is.attached.
Current Events
Each person is given paper and pencil or elate and stylus. They are asked to
The one writing
write the important things that had occurred during the year.
the largest number will receive a prize.
Putting the Shamrock in Ireland

Use a raised line map of Europe to which all players have been shown Ireland.
Blindfold the players and turn teem around several times. Have each pin,a
shamrock on Ireland (as in Pin the Tail on the Donkey). The player getting
the closest wins. The shamrock must be pinned where the player first touches
the map.
Shamrock Hunt
Have cut-out shamrocks hidden about the room. Give a prize to the one who
finds the largest number'.
Blowing Bubbles
Provide several bowls and pipes for blowing bubbles. (Bubble solution: Fill
castile soap finely
a quart jar 2/.3 full of boiling water, ado three ounces
shaven, a teaspoonful of sugar, and four tcblespoonsful otglycerine. When
Give a
this is shaken thoroughly, it should be strained through a cloth.)
prize to the one who blows the largest bubble' the one who can blow the
whose bubble can go the
most bubbles from one dip in the solution;-and the one
and see who can "fan" a
highest. Also, a goal can be sat across the room
bubble across the 'goal line.
SEASONAL GAMES
f
4
Turkey Hunt
Hide small turkeys all over the room. Tell the children that they are going
turkey hunting. Give them a, given amount of time sand award a prize to the
one who finds the most turkeys.
a (
,..
. O
Feeding the Turkey

This game is played with couples of one boy and one girl. A couple from each
group is chosen. The boy and the girl sit facing each other. The girl had a
paiier bag with twelve peanut in it.. At a signal, she opens the bag, shells
the peanuts and.feeds them o her partner. The couples that finishes first
wins for its side. They hould receive a prize.
Thanksgiving Menu
The players are ask to suggest a Thanksgiving menu. They are to thing of
foods beginning with each letter of the word Thanksgiving.
A
Day of Thanksgiving .
Each person is given apiece on which is written, "Day of Thanksgiving." They

are asked to write from the letters, in those words, a list of things that
they are thankful for. The ones with the largest lists will be asked to read
them. If there are any questions about any words being a cause. for thanksgiving,
the reader has to explain why he is thankfulffor that particular thing. This 4't
may cause'a lot of merriment.
Heart Hunt
A large'number of hearts should be hidden around the room before the party
starts. Put in two textured hearts which can be for special prizes. Give
three prizes--one to the person finding the most, one to one finding one
'
of the textured hearts, and one to the one finding the other textured heart.
Candy hearts or candy in heart-shaped boxes would make appropripte prizes.
Heart Puzzle
Give each person an envelope containing a large cardboard heart that has been
cut into four to ten pieces depending on the age of the children playing the
game. When the signal is given, the participants put the pieces together
to form a heart. The first person to finish wins the game.
Drawing hearts
On a chart hung on a wall, have each guest draw a picture of a heart and write
his name in it while blindfolded. The blind participant should be shown a
concrete heart shape so that he knows for sure what is expected of him. He
need not be blindfolded! The best effort wins the game.
Flour Heart Hunt

Fill bowls with flour and put small hearts in each. The participants tree to
dig out the hidden hearts from the bowls of flour without using their hands.
They can only use their teeth and tongues.
Valentine Relay Race

Divide the group into two groups. Have them stand tn line one behind the other.
Make a circle with string on the floor about ten feet in front of the leader.
Dress three pop or milk bottles up like Valentine people. Place them in the
circle. When 'he leader givei the signal.the first person in line takes the
bottles and sets them outside the circle. The next person puts them back in the
circle and so on. The bottles muse be left in a standing position at all times.
The first group to finish wins.
. SEASONAL GAMES
Valentine Word Game

Tell the participants to make the most of the word valentine. They are to see
how many words they can make out of the letters in the word Vilentine. Give a
prize to the one who has the largest number.
cupid is Coming
Guests sit in a cimle around the room. The leader Gaya, "Cupid is coming." The
first one indicated by the leader repeats this and adds an adVerb beginning
with the'letter "a". The person on his right repeats what the first has said
and adds another adverb beginning with "b". This procedure is followed by each
pernon--repeating what has been said and adding an adverb beginning with the
next letter in the alphabet. If a player repeating what has been said and adding
an adverb beginning with the next letter in the alphabet. If a player lakes
a mistake on any word'or leavesvone out, he must drop out of the game.
Hang a large red cardboard heart with a 'hole in it in a doorway. Through the
hole hang red cords--half as many as guests. Separate the group--girls and
boys, or half and half. Have each number of each group take hold of an end
of string. When the leader signals, have the participantsjiull their strings.
The two holding the same string will become partners.
Shaking the Cherry Tree

Players stand in a circle, and one in the center is blindfolded. Players step )
out of the circle and shake the one in the center, who is the cherry tree. If
the cherry tree guesses who did the shaking, that one must take the place in
the center.
Things Associated with Washington

Give each player a list of the following words to unscramble.
1. Thathec (Hatchet)
2. Mary (Army)
3. Rechyr erte (Cherry tree)
4. Leavly Rogef (Valley Forge)
5. Ratmha (Martha)
6. Uontm Nervno (Mount Vernon)
7. Words (Sword)
8. Veryuocrs hacin (Surveyor's chain)
9. Raweale Ordases (Farewell Address)
10. Oldster (Soldier)
11. Mountnem (Monument)
12, Sidrentep (President)
13. Antlerp (Planter)
14. Pamcoss (Compass)
15. Lawdeare (Delaware)
16. Calf (Flags
17. Steby Srso (Betsy Ross)
18. Brefrayu (February)
19. Potrati (Patriot)
Hatchet Hunt
'live hatchets cut from colored cardboard hidden about the room. At a starting
signal, the players search for them. The player finding the most hatchets vine
the game.
SEASONAL GAMES
a
Matgrials: 211...61.WNMELiglat
Margaret Mulac and Marian Holmes
Harper & Row
Copyright, 1951
pokesbury Part Book

Rev. Ed. Arthur M. DePew
New fork: Abingdon Press, 1959
Party Book
Arthur M. Depew
Abingdon Press, New York
Copyright, 1959
r
GHOST STORY
"A week age I went out to the country to visit a friend whom I had t
seen for a long time. I stayed fairly late and when I left I had to. drive home
along the littletraveled country road. By then the rain had begun to Cali
and this did not make me feel any better. So twee not in too happy of a
mood when I started my long and lonely ride back into town. My thoughts
became more depressing with every mile. Whet if I should have a flat.tire?
What if a fuse should burn out and mylights suddenly would go out? What,
if the road became flooded? I drove slowly, straining to see-the road ahead
through the blurred windehield which the wipers going,to full-speed could
not kef::; :leer, when suddenly I saw a strange light ahead of me. It was
as if someone had turned a powerful searchlight up into the rainy skies. I
slowed down until the car was barely moving and looked through the darkness
trying to figure out what caused this strange light. Suddenly I passed a
road sign which warned the driver of a dangerous curve and steep embankment.
I knew then what had happened. A driver going too fasi had nay seen the
warning and had gone off the road. The lights I sew pointing toward the
sky were the headlights still burning, I was very frightened and debated
with myself whetherto stop and see of what help I could be or drive as
vickly'as I could to the nearest farmhouse for help. I stopped. I took my
first-aid kit ancl my flashlight with me and started down the wet slippery hill.
I saw the care mare cloaely and noticed that its headlights, still burning,
were shining up into the sky. The rain continued falling heavily. I slid
r.
down the hill which was half mud and half full of wet leaves. Suddenly I saw
a sight that froze my blood. There near my feet was a bloody bone, evidently
the arm bone of one of.the victims of.the accident. (At this time a soup ,
bone is passed around the circle.) Near it was a battered head that had been
decapitated. (A head.of cabbage is passed around the circle.) Teeth (pass
kernels of corn around) were strewn all over the ground. My kties began to
shake. I could barely stand up.. At that moment I tripped and fell to the
ground. When I filially got up, I was clutching a mass of humar hair. (Corn
silk or a wig is passed.) I wanted to run and leave this horrible place, and
go for help. But I knew I had to force myself tolook into the car to be
sure that there wasn't anything I could do at the moment. I shakily
moved toward the car, my flashlight growing dimmer every minute. I saw a
chain-like object draped over, the car door. It looked like someone's spinal
coluMn. It was a spinal column! (A string of wooden spools from thread
is passed around the circle.) With great effort I looked through the car
-window. At that instant the headlights went out, leaving me in the darkness
with only my dim flashlight. A horrible sight met my eyes. There in
grotesque posOtions with disheveled clothes revealing in spots their bony
frames, lay four Halloween ghoats."
RELIGIOUS GAMES
Age 5, and up
Bible Questions and Answers

Give Bible questions to half the group and Bible answers to the 'othet half
of the group, Let them move about the room to find the propir match. This
can be.used as a game in itself or a way of finding partners for other games.
do
Jumbled Books of the Bible

The object of the game is .to unjumble the letters of the folloging books of %
the Bible.
harm (Mark).
cats (Acts)
Hanoj (Jonah) .A,
liajsou (Joshua)
Neseige (Genesis)
Napechies (Ephesians)
Loje (Joel)
Lemonphi (Philemon)
Kule (Luke)
Soam Ones)
Sutti (Titus)
Nedlai (Daniel)
Numah (Nahum)
Smalps (Psalms)
Whetters (Matthew)
Hacim :Micah)
Hartes (Esther)
Moreno (Romans)
Levantoire (Revelation)
Rubmens (Numbers)
1 Reza (Ezra) CP
Bible Character Race

Printthe following names of Bible characters on squares of cardboard for
each team...Adarn, Boaz Caleb, Daniel, Esther, pestus, Goliath, Herod,
Isaac, Jonah, Kish, Luke. Hand the cards (12 to each team) to the first
,person in line. .cThey are to be passed down each line one at a time to
the person at the back of the line who has to place them in alphabetical
order and pass them back up the line one at a time to the leader. The
group to finish first wins.
Bible Alphabet
Give each guest the following prepared list of questions. The answers
follow the statement:
A was a traitor found hung by the hair. Absalom (2 Sam. 18:9).
B was a tower built in t'e air. Babel (Gen. 11:49).
C was a mountain risinr, into the Ades. "Carmel (1 Kings 18:42, 43).
D was a woman heroic and wise. Deborah (Gen. 35:8).
O
RELIGIOUS GAMES
. E was a firstborn, bad from his youth.

Esau (Heb. 12:16).
F was e, !Oman who trembled at truth. Felix (Acts 24:25).
C was an angel sent with good word. Gabriel (Dan. 9:21)
H was a mother who lent to the Lord. Hannah (1 Sam. 1:27, 28).
I was a name received at a ford. Israel (Gen. 32:22, 28).
J was a preacher who fled from the Lord. Jonah (Jonah I).
K's son was'taller than him by a head. Kish, father of Saul.
L was a pauper begging for bread. Lazarus (Luke 16:20,21).
' M was a leader who wrote dawn the law. Moses. .
*N made a large,boat ages ago. Noah (Gen. 6:13).

0 wawa slave acknowledged a brother.,. Onesimus (Philem. 1:16)..
P was one Christian greeting another. Paul. (2 Tip. 1:1,2).
Q was a Christian saluted by Paul.- Quartus (Rom. 16:23).
R heard Peter's voice and ran and told all. Rhoda (Acts 12:13).
S was a judge exceeding strong. Samson (Judg. 14:5,6),
T was a seaport where preaching was long. Troas (Acts 20:6,7).
.
U was a Man whose widow became David's bride. Uriah (2 Sam. 1t:27).
was a,queen whom the king set aside. Vashti (Esther 1:9-16).
1
Z was a place where a man wished to hide. -'Zoar (Gen. 19:22).

1 . '
V 4,
. Bible Dramatics
that they
Divide the group into groups of from four to eight. '1Tell each group
are to act out A bible story. Let them go to separate areas of a roam or to
different rooms for preparing their dramatization.- he leader should check to
,
see that there are no ,duplications.

0
BibleaBaseball
should
Nine or more players are chosen for each side. A pitcher and an umpire
decisions as to correct answers.
be selected. They ask the questions and make
home plate, the
Bases are marked on the floor, and a player takes his place at
batter) goes to
pitcher asks e question, which, if the batter answers, he (the
first base. If he misses the question, it is one out for ,his side. Players
on bases can only be advanced by others on their side answering questions.
Scores are made when bases are ftill and another questipn is answered, forcing
the man on third base home.
Materials:// Cokesbumluultall
Rev. Ed. Arthur M. Depew
New York:: Abingdon Press, 1959
.1.
'It. .
i' ''. 4.. i .DttliriWiliVilill)An M.SPithiningn

.
.. ' 0 t.,
1 ---
4 . ..
. .- .
.
... .. . '.' .
b' .
-
*
.GAMESTg6WING THE SENSES
OUT COPY AMIA.M.E.
Age 5 and up
ea ; 4
I '
! /
D
4 ,,:. I ... i
Sense_Of nearing /
....
,
, (
Blindfold' different.pleyers and lest 'their sense of hearing by dropping '
objects Whith have been toreViousty ehoWn to the players. Have them guess
as each is dropped., The p/qerrguedsing the most objects wins the game.l.
t, : I
!
Test of !hearing \
,.-
Have the leader stand i)ehind a curtain and drop objects on a table or the
floor. Have him call dut the number of each Article andhavethe_players
.
r write down what they thought the object was._ The one identifying the most
...,
wins tha game. L
0
,
1
°!Tasty 1
;Prepare liquids and little pieces of food for each player. Blindfold players
!where necessary. The foods are to be identified by taste only. The:one.
_, getting the, most ,
corrept.Awins the game.
1
, , .
I 0
. ,
'How do you feel? -,
Prepare for this garde some twenty-five articles and put them in cloth bsgs.
The objects must be identified by.fouch.. Each should numbered in'brialle.
The players 'should write er braille whet, they think the object is next to
; that Wen number on a sheettof paper. The player guessing the most certect _.,....---7-------
I
wina,\
%
_1
'.
I 1
1 Sense of smell
.
) Blindfold the players if necessary iind trY out a number of articles with each
. player. Have them idenkyy-the article only by the sense of ascii,. The'
'player identifying the mostarticles correctly.wins the game.
Sniff, Sniff
ISecure eighteen alf-ounce bottles and eighteen liquids with a'familiar odor.
.4.
In'each bottle place a few drops of one of the liquids. Wrap the bottles
I with tissue paper so that the' players will not see the contents, but allow
an opening io the cork can be removed. Give a piece of paper and a pencil
1 to each player, and number each bottle. Make a list of the contents each
bottle contains.
The players sit in a tircle. Uncork the bottles and pass them around the
circle, meat a time. The players .sniff each one as they go by. When they
think they recognize'the smell, they write the number which is on the bottle
and the name next to tt on his card.. At the end, the player with the longest
list reads it aloud. AI the list isicorrect, he wins the game and gets the
title on the "Best Sniffer".
Spicy Sniff
Place samples of different spices in individual paper cups. Have the players
,bit in acircle, and pdss the cups of spices around:, one by one. As each
.
player receives a cup, he sniffs the spice and if he thinks he knows what it
' is he writes it down on a piece aper. (The spices are each numbered,
'.and a list of the scontents of each ie ;available ire order to check each
l' .*
\
c4;1%
. GAMES INVOLVING THE SENSES
person's list at the end.) The player with the most comet guys ea wlns
the game. Some spices which might be used .are:
Cloves .4.
Cinnamon
*
Peppet ,
Ginger
Nutmeg
Bey. Leaves
Celery Salt
Chili PoWer
Mint Leaves
Pumpkin. pie spic blend
Sage
Thyme
Caraway seed
Identify fruits and vegetables

,:
This game can be played with either fruits or vegetables. Players sit in a
-N circle. Have two players assist in blindfolding the others, if necessary,
q , the blindfold the two assistants. Place various vegetables (or fruiti) in
' a basket and cover them. Pass them around, one at a time, and have the
players try to identify them. When everyone has had a. chance to feel the
vegetables (or fruits) put them all back in/the basket, cover them, and
let the players remove their bliedfolds. Give each player-a.peneil and
piece of paper and have them write down all the names of vegetables (or
fruits) they thought they touched. After e certain time call a halt,
and have the player with the longest: list read it aloud. If he is /
correct, he wins, and gets the title of '' est Truck Farmer".
Materials: Cokesbury Part

c.
New York, Abringdon Press 1959
Social Cantos for Reeteation

Evelyne Bost & Elmer D.4itchall
Ronald Press Co., Nall York,
Copyright, 1959
se' ' I -c<

COORDINATION GAMES
Age 5 and up.
Action. This game is for two or more players. Players form a circler. The
first player makes some sort of movement like clapping, jumping, and singing.
...4, The second repeats this movement and adds one of his own. In turn, each
player repeats the earlier movements and contributes a new one. If a player
makes a mistake in repeating them, he is out of the game. The winner is
the last player left.
All players in this game must have on shoes that tie. Line up the players and
untie their shoelaces. With adhesive tape their thumbs to their forefingers.
At a signal, each player tries to retie his laces without.the use of his
thumbs. The first one finished wins a prize.
Thumbless Orange Peel, With adhesive tape, tape the players' thumbs to their
forefingers. Line up the players and give them each an oratIge with a thin
skin. At a signal, each contestant tries to peel the orange. He may not use
his teeth at any time. The first player done wins. (The contestants may want
to wear aprons for this game!)
Big Stick. Two children of about the same size sit on the floor facing:one
another with their legs extended and the soles of their feet pressed against
those of their opponent. They each grasp one end of a broomstick,; holding
it.a short distance above'their toes. At a signal, each pulls as hard as he
can, trying to bring the other to his feet or cause him to roll over on his
side or drop the stick.
The group of children divide into teams. One team begins by clapping out
a familiar tune and the other teams guess what the tune is. The team to
guess correctly then takes a turn in clapping out another tune for the
other teams to guess. This can be done several times. The team with the
most correct guesses at the end wins.
Materials: Book
Alvin Schwartz
Pocket Books
Copyright, 1968
The Party_Game Book

Margaret Mulac. and Marian Holmes
Harper and Row, New York
Copyright, 1951
S
VISO LLANEOUS/TABLE GAMES
Age S end up
Two.plaers start with twenty beans each. The first player hides some in
one hand\rd the other tries to guess whether the number of beans concealed
is odd or even. If his guess is right, he 'Wins the beans. If it is wrong,
he gives /49 opponent that number of beans. At this time the players reverse
their roleiNe After a predetermined number of rounds, the winner is the one
,
with the molt beans.
"Quiet" Baset\411. This game is played with four buttons and a cardboard
playing field. \11One button represents the baseball And the others are the
base runners. e field should be at least eight inches square and is
.
divided into sixteen smaller squares. It is labeled as the attached ill-

ustration. For the blind children who participate, the field can be
labeled in braille\ The field is placed on the floor or a table. A coin
is-flipped to detet*ine which team bats first. The player who represents
the first team at ba begins by tossing the ball from four feet away onto
the field. If the buton lands in a square that indicates a hit, the player
moves his batter to t4, appropriate base. If a second hit follows, the
base runner and the man\at bat both advance the correct number of bases.
If the batter grounds out, the base runner advances one base. If he flies,
pops, or fouls out, the bOe runner.does not advance. If the button lands
\\on a line separating two graves or misses the field completely, the result
'is i foul strike. If a pla er fouls three times in one turn at bat, he is
,-3
out. When three outs are r corded, the other team is up at bat.
Indoor Bowling. Use a large bber ball for a bowling ball and empty milk
\
cartons for the tenpins. Any allway can serve as the bowling alley. For
the benefit of the blind children who participate, same typo of marker should
be placed on either side of tho\lalley" so they will know where to stand.
States and Capitals. In a certain amount of time, list all the states in
the United States and their capital cities.
Bean method. Each person should have two paper cups for keeping score. One
should contain the number of beans that it takes to win the game. The other
should be empty. As each scores points he should move the correct amount
of beans from one cup to,,the other. .
rueny Pictures. A picture frame aiNout 16 x 20 is needed for this game. The
person who is "It" stands behind the frame. The players then ask questions
and make faces trying to make the "It" laugh or smile. A timekeeper keeps
time for each person, and the one who keeps from laughing or smiling the
longest wins the game.
Jumbled Baseball Terms

1. Ith (Hit)
2. Trikes (Strike)
3. Toshrpost (Shortstop)
4. Derilfe (Fielder)
BEST COPY AVAILABLE
MISCELIANEOUS/TABIZ GAMES
S. Thacerc (Catcher)
6. Purime (Umpire)
7. Sates Aguerel (Texas Leaguer)
8. Nile diver (Line drive)
9. Cherpit (Pitcher)
10. Ricesacif-yfl (Sacrifice fly)
11. ,Tubn (Bunt)
12. Revue ICurve)
13. Od blue yepl (Double play>
14. Ginni (Inning) .\
15. Orrre (Error)
16. Redflie's lovag (Fielder's glove)
17. Tab (Bat)
18. Athercec's tin (Catcher's nit)
Automobile. Name as many different makes of cars in a given amount of time.

The one naming the most on his sheet of paper wins the game.
Hidden Objects. Have objects hidden about the room and give each player a
slip of paper or Whisper to each player the one object he is to find. No
one must give information to any other player. If he does, he must drop
out of the game. Candy could be awarded to those finding their given object.
Battleship. Put tape. on the top of the red pegs of scratch an "x" on the
top pf them so they can be distinguished from the white ones.
Materials: the Rainy Day Book

Alvin Schwartz
Trident Press & Pocket Books
Copyright,. 1968
A handbook for the Bl:nd

Bindt
Macmillan Co., New York, 1952
p. 157-58
The Cokesbury Game Book

New York: Abingdon Press, 1959
a
aa's e
C
BUBLIOGFAM
ti
BEST COPY AVAILABLE
RECREATIONAL BIBLIOGRAPHY
American Foundation for the Blind. "Cut of Left Field". New York, Now York.
This if a six and a half minute film on recreationk
agacjinjAU'echniaue. Hart Ski Manufacturing Co., 630 Pierce Butler Route,

St. Paul, Minnesota 55104.
Barrow, Harold and McGee, Rosemary._4.115nailal.Apanach to Measurement is

Physical Education.Philadelphia, Pennsylvania: Lea and Febiger, 1964.
Brownson, George. nsu_gjily_j__21andicanedPersoaseball. Ontario,

Canada: Canadian Council of the Blind, 1972.
Coombs, Jack. Baseball. Washington, D.C.: Library of Congress, Division.

for the Blind and Physically Handicapped.
Holiatialuysk. Consom, Unit of ITT Thermotech, 6030 Wayzota

Minneapolis, Minnesota 55416. .
jsgjs.Myjarplioreeshoes-idOri_iize a Club. Dlamond Tool and Horseshoe

Co., Attn. Mr.'George Clarke, P.C. Box 6246, Duluth, Annesota 55806.
flog.ltjaggl_ABow and Arrow.' Ben Pearson, Brunswick, Box 270, Tulsa,

Oklahoma 74101. -
po.ichielitaiLlAg_DmmucLimanEnIt. American Junior Bowling Congress,

5301 South 76th Street, Greendale, Wisconsin 53129,.
Kenney and law. Wrestling. Washington, D.C..: Library of Congreso. Division

for the Blind and Physically Handicapped.
Learn to Bowl--Booklet. Bowling Ball Department (E1S), Raybestos-Manhattan,

Inc., Passaic, New Jersey 07055.
Mitchell, Elmer Dayton. S orts for Recreation and Haw to Pla Them.
Washington, D.C.: Library of Congress, Division for the Blind and Physically
Handicapped.
MILLELLELMILLEtal . President's Council on Physical ritnese and Sports,

400 Sixth Street S.W., Room 3030, Washington, D.C. 20201.
pitilluilum. National Adtb6Latiaribf Engine and Boat Manufacturers, 537

Sto.amboat Road, Greenwich, Connect'. Cut-.06030.
Schiffer, Don. Ihg_yirst Bog) of Now York: Franklin Watts,

Inc., 1960.
Schurr, Evelyn. Movement E!prcis s ldren. Nov York: Appleton-

Century-Crofts, 1967.
Seamans, Gloria R.
University.
kelmialiLtflit Provo, Utah: Brigham Young
SiarjallSioilainajudjUgyjaiLloshajaae. Amateur Softball Association of

America, P.O. Box 11437, 04.homa City, Oklahoma 73111.
4
PRACTICA1, BIBLIOGRAPHY
=American Foundation for the Blind. Aids and Appliances Catalog. New Yor,,
New York, 1974.
American Foundation for the 1511M. Wur4sLALtemig...kp,

e cu attsza
in Hospitals. New York, New fork.
American Foundation for the Blind. Zozjets-FiveCcteers.

New York, New York.
American Foundation for the Blind. SetiotandResources_.

for Teachers, Educating BliqUilhAseingShildsen_Inpublic and Private
1912211. New York, New York. 1953.
Attes. dvcntures in Knitting., Louisville, Kentucky: American Printing

*House.
Brothees, Roy J., eici Huff, Roger. Sound ion u ested Activities
foxtheltallamataiagandigalization Skills. Louisville, Kentucky:
American Printing House. 1972.
Catholic Guild for the Blind.. ,A__,WJsmLL....fTable.. Chicago, Illinois, 1971.
Community Servides for the Visually Handicapped. Homemaking Manual. Chicago,

Illinois: Department of Children and Family Services, 1968.
nirry, Ralph and Atlarelli. Anna. "Teaching Topograph4.cal Orientatton

Spatial Orientation to Congenitally Blind Children." Published by Boston
University School of Education, Volume 143, Number 2, December, 1960,
Gilpin, Joy. eld..limmLLskers.

,,House_,koRVina to Brooklyn, New York:
Brooklyn Bureau of Social Services.
Johnson, Ysabel. A4lindqh;ld Been= a Memberlalmjalim. New York:
American Foundation for the Blind.
Jones, Sally. Eitlhoasbssi. Albany, Californiv Orientation

Center for the Blind.
Lydon. Wiliam and McGrdw, M. Loretta.Gor_g_t2etDevlot_jmajoy_liji.1.1.1a1

Handicapped Children a resource_Wde for, teachers andaher zufessionals
workim_fagiumtional setting). New York: American Foundation for the
Blind, 1973.
Novey. Basic Learners Arts and Crafts. Louisville, Kentucky: American

Printing House.
Oek Hill School for the Blind. Comsgallatzlowsnt-11aldp for He

elimentary School Teacher. Hartford, Connecticut, .970.
PRACTICAL .
le i0 6
.
/.
' A
.0
/
Of fine Ot the Superintendent of Public Inst?uction. Ortentationiind Mobilily

for the Visually HandicappedA Wile for Parents,. Springfield; Illinoip.
Pelone, Anthony J. 112.1211111hgatagnllgadi a d ild in a Rey 1 r ekes.

New York: Columbia University.
Toomer, Joan and grown, Colborne. potes qr 1,..11=q1. Washington, D. C. : American

Association of Instructors of the Blind.
United States Department of Health, Education and Welfare. Oapartunities for

Blind Persons and Che'Visually Impaired Through Reh bilitation.
Washington, D.C.: Thee of Vocational Reimbilitsitinn. ,
,
,
I
°
BEST COPY.AVAILABLE
SELF-CARE BIBLIOGRAPHY r
AmeAcan Foundation 'for the fihtni. Sex EdeE_LiatilmjadjWily.like.tar.yltallx

til.4_,.,AatHandicaedClidYouth:AResourceil. New York:
Sex Information and Education .Council of the United States, 1972.
A-tridin Foundation for the Blind. ASti42-b-SeGonalttana!etuet

flt........sorBliteon. Now York, New York, 1970.,
"Basic Concepto Children," ALKILNIlopk,for the Blind,, December, 1965,
20, 10, 341.343.
4 .
Binds, ftidbook for the Blind. Nati 'Jock: Maditiillan, 1952.
Catholic Guild, Services .or the Visually Impaired. So What About Sewing. Chicago:
67 West Division Street. (In largo print or braille.)
Halliday, Carol. TheVieualiredchild: 'GrowthAjmulipaultalement,

American Printing House, 1971.
Infancy to SchookAgg. Louisville, Kentucky: ,
Hughes, R.K. nehologeg of Daily LivinR. Pittsburg, Pennsylvania: Weston

Pennsylvania School for Blind Children.
Illinois Braille and Sight-Saving School. pol..jaLca......lesfor Daily Livjsie.

Jacksonville, Illinois, 1971. Available through Council iur Exceptional
Children, ERIC.
Jones, 'Sally. Albany, California:

gewingjechntleel. Orientation Center
for the Blind, 400 Adams Street, Revised, 1972.
Kimberly-Clark corporation. ely_ajterscjot..=1,, Neenah, Wisconsin.

Available in braille.
Moor, Pauline. Toilet Troinl;nst A Wed Child. New York: American Foundation
for the Blind.
Murray, Virginia. Hintt

children, Washington, D.C.:
fay Parejsiftontjun li
Inhtructors..of
American Association of
zi_
the
Blind.
gmgmslasues the Blind. Special Issue: Planning Sex Education Programs

for. Visually Handicapped Children and Youth. May, 1974, Volume 68, Number 5.
Personal Products company. aglingEp and Likine It. Milltown, NW Jersey.

Available tn braille and large print.
Personal Products Company. Szrictly,Feminiae, Milltown, New Jersey. Available

in braille and large pact.
Rubenstein, Helena. Methods outonlaml_kaxsuLacalutalighlza.
Shults. Hula. "Social Adjkstment--The Devellpment of Efficient Living Skills."

Washington, D.C.: American Association of Instructors of the Blind, 1957.
Children.
Proceeds of the Institute for House Parents of vi4eally Handicapped
/A 1
:SELF-CARE -2-
..
.11
t
Spock,'Benjamin,°M.D., and'Lerrigo,:Marion, Ph.D. gatimiltuotajlMati
Child. Greenwich, Connecticut: 'Fawcett Publications, Inc.
Utah School,- fOr the Bltnd.,Dininn, Room Stillgo AGuide for Visually Impaired
guluta. Ogden, Utah.
Widerberg, Lloyd and Kearlela, Ruth. chtiaue. for for,
blindagsgaris. Xalamasoo, Michigan: School of Graduate Studies, Western

Michigan University 4
1
51,
II 5, .
4
I' ' .
' . ,,SOCL1,1,.; Ij3kIOGRAPHY
24,
.j
Allen and Briggs. ylin&yOur Maneidia. Louisvilld, Rencucky: American .
Printing liodse for the Blind,' 14377 f , ,
4, , ...,, .
G ;
.
.
American Foundation for die Blind.
_ .
AJg,..sxLui'&4,-
.
e -13 z! I..
MaTiasement,. NW' York, New. 'Fork,. 197.0'.., 4 it

: . 4 / ' 4 %.). ' ,
. . .
4
.
.
.
-0 American Foundation for the Blind. "Raised Line Drawing Ni. ; NewYork,
New York. .; .
It
.
I . 0 .
;
American, Printing. House. Boy Scout Handbookk. KenLucky.
`'American Printing House. Girl Scout HandSooks. -Louisville, Kentucky.
American Printing House. Sexualit and tga. Louisville, "KeqtuCky. 1970.

A
Americhn Printing House. Sltkg14:11me_SALtesiclets. Louisville,
Kentucky.
,
Beery. ........1DieuuLELJalle_alx. Louiaville, Kentucky: American Printing House
for the Blind, 1966. Talking Book reco ;ds.
Bird. Marriage is for Grownups. Louisville, Kentucky:' American PrigIng

House for the Blind, 1969,
Bishop, Virginia E. Teaching the Visually Limited Child. Springfield,

Illinois: Charles Thames Publishers, 1969.
Borst, Eve4ne and Mitchell, ,Elmer. social Games fol. Recreation,. 'New York:
The Renald Press Company, 1959. 4
Carlson. The Party Book. Louisville, Kentucky: American Printing House

forthe,Brina, .1963. ,
ICommenity Services for the Visually Handicapped. A llandwritipz Manual.

*alainaioo, Michigan: WesternMichigan University: ,
:DrePew, Arthur M. Cokesbur Party Book. New York: Abingdon press, 1959.
Duvall. alyait Till Maryiase? Louisville, Kentucky: AmericanPrintitig

House (or the Blind, 1965.
Fuller, Stephanie and Gorner,'Peter. "Teen Talk Toe Tough--Crack the Code Now."
Chicago Tribune: February. 1974. ,
Gregg, Elisabeth M. to Do Oben There's Nothing To po. New York:

Dell Publishing Company, 1965.
'Hazen and Grosset. chid 'Bo s Book pf Etiquette. Louisville, Kentucky:

American Printing ;House fOr the. Blind, 1971.
Illinoin Braille and Sight-Saving School. itchniques for Dail Livia.

Jacksonville, Illinois, 1971.' Available through Council for Exceptional
Children, ERIC.
ti
4,
1
4
4,
SOCIAL.
Jaupt and May. New SeventeeljamkjiLELLaataliteLklimUELag. Louisville,

Kentucky: Americen6Printing House for the Blind, 1970.
Johnson. id'.....Agsja,...a.gLoveatidGrintl. Louisville, Kentloky: American Printing

House for the Blind, 19701
Johnson. Love and Segue Pia Ianrge. Louisville, Kentucky.: American

'Printing Houseifor the BUM, 1967.
Johnson. Kentucky AmeriCan Printing

House for the-Blind, 1970.
"Kinesic Triining for Blind Persons: A Vital,Mtans of Communication." At

New Outlook for the Mint, September, 1972, 66,N7, 207..
*ebbs, Eugene. Braille in Brief. Wishington,.D.0 Library of Congreis,

Division for the Blind and PhysicallyaRandicapped. /
Krueger, C. and Krueger, E. Touch Aids. Escondido,., California, .1968.
Laird." $191.9111.. of 1WWW025.111. Louisville, Kentucky: Ameri-can

Printing House for the Blind, 1954.
Lae. Manners to Szman. Louisville, Kentucky: ,eme ican Printing Hok

for the Blind, 1955. Talking Book records. .
\N
LeShaw. What Makes MI.EILLWILlayl ilouisville, Kentucky:. American Printing

House for the Blind, 1972.
Liley and Day. Modern Motherhood. Louisville, Kentucky: American Printing

sHouse for the Mind, 1969.
I
Lowenfeld, Abel and )etlen. piptd Children Learn to Read. Springfield,
Illinois: Charles Thomas, Publishers, 1969.
Lowenfeld, Berthold. ...Ealindgm. Springfield, Illinois: Charles

Thomas Publishers,. 1971.,
Lowenfeld, Berthold. ailLyAsaglajandigs2ped, Child in Wool New YOrk:

The John Day dompeny, 1973.
Lutheran Women's. Missionary Socitty. Religious braille materials. St. Peal,

Minnesota.
Marks, ,Anna and Marks, Robert. _ghTeachinto_aliadActinldklciaabyLhl

Marks Method. A Manual. New York: Amer =n Foundation for the Blind, 1956.
Heaters, Robert. The Fail New York: Doubleday and Company.
Michigan School for t1e Blind. PreCane Mobilit avd Orientation Skills for the
Blind-46 Curriculum Guide. Lansing, Michigan.
Mulac, Margaret E. Fun and Games. New.Yort: Harper and Brother!), 1956.
SOCIAL
North Caroline State School for the Blind and Deaf. 1 WilikULAL.BWalla
to Visually Handicapped .Raleigh North Carolina, 1963.
Office of the Superintendent of Public Instruction. Preschool Learning

Asttyltimipmengt...../IVisuallImoairilde. Springfield,
Illinois.
O'Neill Mary. flellptonos and Halibut Bones. New.York. Doubleday and

Company.
Orillia and Pratt. TyPewrilting for E1e6entary School Childleft. Louisville,

Kentucky: Amecican Printing House.
0
Pomeroy. Boys and Sex. Louisville, Kentucky: American Printing House for
the Blind, 1968.
Pomeroy. Girls and Sex. Louisville, Kentucky: American Painting :douse for
the Blind, 1969.
Roosevelt, Eleanor. Book of Common Sense Etiquette. New York: The 'Macmillan
'Company, 1962.
Salk. Whetayerv_Child Would Like His Pare is to_Know. Louisville, Kentucky:

American Printing House for the Blind, 1972.
Schwartz, Alvin. The Rains, DAY Book. few York: Trident Press and Pocket
Books, 1968.
Siegel. Irwin M., M.D. Posture for the Blind, New. York: American Foundation
for the Blind.
Southared. Sex Before TwentELAmAnswers for Youth. Louisville, Kentucky:

American Printing House :or the Ulind. 1971.
Spencer, Marietta B. Blind_Children in Family and Community. Minneapolis,

Minnesota: University of-Minnesota Press.
Stone. AltatmimiL1.....tanlua. Louisville, Kentucky: American Printing House

for the. Blind, 1968.
1= ,
t;. Strain. Teen Days. Louisville,, Kentuck': American Printing House for the
Blind, 1946.
1
Twin Vision tending Library. Tarzana, California: Twin Vision Publishing

Division.
Valets, Robert E. A Remediation of I arning_Disabilities A Handbook of

......
bychoeducational Resource Programs. Palo Alto, California: 1earon Publishers,
1967.
Vanderbilt, Amy. Everyday Eti.uet'te. Louisville, Kentucky : American

Printing House for the Blind, 1956.
SOCIAL -4-
Vinton, Iris, The Folkways Omnibus of Children's Games,. Stackpole,

Pennsylvania, 1970.
Wentwork, Harold and Flexner Stuart Berg. Dictfonary of American Slam.

New York: Thomas Crowelltompany, 1967.
Young and Buchwald. ..,_24.........1sSisLy21)&y_..._StandUShakellEitidooudo". Louisville,

'Kentucky: American Printing House for the Blind, 969.
4
EVALUATION
41(
DAILY LIVING SKILLS INDIVIDUAL STUDENT PROFILE
Student's Name Date
aulAJOIJULLUndaiLlamol.:
Yes No I. Personal Cleanliness
A. Toilet Training
1. Bowels Only
2. Urinating (boys)
3. Other Difficulties (be specific)
B. Bathing
1. Washing race and Hands
2. Tub Bathing
1,
3. Shower Bathing
a
%ma
alINI.11111
4.. Drying
NIMMO.M.
51 Other Difficulties (be specific)
..emm=lkoMMMMENEMIril
C. Cares for Eyes
D. Cares for Nose
E. cares for Ears
F. Difficulties Apparent for C, D. & E

- 011111MIMII
(be specific)_
G. Shaving
1. Boys
a. Face
b. Use of Razor
2. Girls
a. Under Arms
!TINT*.
b. Legs
0,1MIIMMITO IMENNTTT
3. Other Difficulties in Shaving (be specific)

yes No
H. Tooth Care
I1 =1 1. Can Apply Toothpaste on Brush
2. Can Brush Adequately, With Supervision
3. Can Apply Toothpaste and Brush
a
111111
Thoroughly
0010,1M0
4. Other Difficulties
0111=m0m
-
o: 11 =111= o o
Feminine Hygiene
1.
2.
Can Care for Self During Menstruation
Relate Areas of Difficulty (be very
specific)
0a /M J. Hair Care and Styling

1. Washing Hair
1
I=1. IMW 2.
3.
Brushing Hair
Parting
--
Ia
ft
4: Setting and Rolling
5.
6.
7.
Combing and Arranging
Length of Hair
Teasing
a
4Mowni
6.---Using Hair fifties, Sprays, -etc.
9. Other Difficulties Related to Hair Care
ft . a K. Nail care
a 1.
.)2.
Keeps Nails Cut
Keeps Nails Clean
3. Other Difficulties
4001111cI AISMI111
L. Using Accessories and Colognes

1111 I. State Specific Difficulties,
Il M. Makeup
1. Application
2. Lipstick (girls)
3. State Specific Difficulties
Ea.
II. Orientation and Mob4lity
A. Travels in Cott e
B. Campus Travel
1. Travels with Help
2. Travels Alone
C. General Posture
1. Erect
2. Slumped
D. Other Apparent Difficulties Related

to Travel
mmIONEMimlitloilliblillaMIS
III. Dressing and Undressing

A. Can Dress Self With Help
B. Can Undress With Help
IV.
C.
sl
Difficulties in Dressing and Undressing,
MMM11MINENIMM
Care For Personal Belongings and Maintaining Room
-
MIM
IM
A.
B.
C.
Keeps Clothes Neat and Clean
Can Use Hanger
Cares For Shoes
41 D. Makes Bed Daily
0~1mb MENNMI E. Keeps Belongings in Proper Place
V F. Cleans and Tidies Room
a G. Can Pack Clothes and Belongings for Travel

Vl., Handling and Eating Foods
A. Has Good Posture at Tab
B. Can Use Good Manners
C. Proper/Use of Utensils N
e7
1. Knife N
2. Fork
3. Spoon
D. Passes and Serves Food
E. Can Use Condiments
F. Pours Liquids
G. Other Specific Problems in Eating
VI. Socializing
A. Makes Introductions
A. Can Carry on Conversations
C. 'Has General Social Courtesies
D. Ability to Use Telephone.
E. Skills and Manners
F. Blindisms, Facial Expressions and Gestures

1. Apparent Blindlsms
2. Ability to Use Facial Expressions
3. Ability to Use Appropriate Gestures
BEM' COPY AMIABLE
M.A?UAL
:THE OVERBROQK SOCIAL 0XIFFNEPCY SCALE
Mary K. Baran
Social competence is an important element in group living and in

individual 91114488. The nerson with good *rooting, good table habits,
good manners, ability to express himself, etc., is more likely to be
welcome in most groupx. He is also morq likely to ha admitted to a
good college, to be chosen for a good job, and to become a leader.
In the development of their own social. competoncm, visually handicapped

people have some spedial problems. They are limited in their opportunity
to learn simply by observation. Their families and others may not set
1 the same standatzh for them, and often fail to inform them when they
demonstrate poor social competency. Blindness may limit their seas'
contacts so that they do not have the seeing person's opportunity to
meet variety or people and take part in a voviety of activities.
When seeking employment, on the other nand, the visually handtceppeu
person must often be better than the person with uormol vision, must
demonstrate some superiority to reassure his employer that he will not
_brLe Mobility at work. ) .-ti
. .
The training of blind individuals to have better social competence

4,
has often been hindered in the emit by the lack of standards. No 'As has
tio
been able to say exactly what cunstitutes good social competence. or 1
relate it to age levels. There is a great natd for an efficient and

impersonal way to measure and report the-social competency level of
persons with visual handicaps. The.present-scale is designed to meet
that need. .
Support for the development of this scale and of a parallel program for
teaching social skills is pro4ided by a grant from the DolfingerMcMahon
Foundation to the 'Overbrook School for the Blind.
Bacl.smatut.td
Concern for the development of social skills is not new. Several scales
or formal proiedures for the observation 'and rating of young children
have been published but the work which the present scale most nearly
parallels.ia the Vineland Social Maturity Scale, developed by Dolt and
his fellow workers during the. period just prior to and follyains
War II and culminating in the publication, in 1953, of.,a detailed
manual, jikasurezteoletancet. Although not designed espe-
cially for handicapped children, two%of the people who had worked with
3E$ COPY maws
Doll, B. Elizabeth McKay and Katherine dradway, hAd found' the scale use-
ful in eveluating tilted children in te;.Nms of ,what one might expect of them
in comparison with FeLeing childven. These workers also been co move in the
direction of developing a toe al cempeteace scale specifically for blind
children so that a part4culat blind child might be compared with other
blind 'Andre*.
This work was very much advancell,by the develoOment of-the Maxfield..
Fjeld Scale te'1)4?. ?breugh many years, Dr. Maxf ield continued her
studies of blind pre-school children and in 1957 brought out the much more
satisfactory Maxfieldeftehholm Scale which is used very effectively with
children up to .age 6.0. We are indebted tt. Dr Maxfield fur the definitiOn
around which wJ, build the present work: "The concept of social maturation
implieb growing competence of the child in the performance of increauing y
complex a-civitice having to do with pereenal independence ant social
adjustment,"
Using less formalized scales, many others hive, of course, evaluated the
competency of blind children. Outstanding examples are Norris, Spaulding .
and Brodie (Blindness in Children, 1957) and Cowan, Undezberg and Verillo
(Adiusement to Visual Disabilit in Adolelcence, 19b1).
A very recent Social Competency Scaile for Preachool Children was reported
by Levine and Eleey in 968 and this was adopted for use with visually
handicapped children by Abel and Nation. This scale has the vets real
advantage of providing four levels of performance descriptions for each
item rated, so that, the rater may make a specific choice of the level
appropriate to the child being rated.
Although not precisely following the format of any of the above scales,
the Overbrook Social Competency scale attempts to carry the advantages
of the rating procedure from age afx to adult levele. However, at the
present time, the norms include poly students. More time is needed to
O
develop adult norms.
Reveloement of the Overbrook Competency Scale
Initially, 174 scale items were developed through a study of the lters-
tere, through analysis ot the records of a meeting to discuss social
competency, held in 1968, and from the experience of the author and her
co-worker, Dr. ilea Davidow (who has developed a curriculum for training
in sociel competency).
A total of 593 children were rated on the 174 items but 52 records
were excluded from the standard setting process because the children
were multiply handicapped, . About half the normative group wee in
residential schools, half in day- school classes., With breakdowns in
14
BEST COPY
AVARAfiti
terms of age, grade, sex, and Amount of visioa, each item wan tested for
its power to discriminate and reflect the increasing ineesendence and
soi iatl. development of visuaWhandiespped children. As a result of this
item analysis, the scale was reduced to the pr': sent. 92*Items. Some of
the higher items are rarely used to describe the students in gut present
norms but they have been rutain.i? Kett; to permit the evaluation of vary
superior students and to enable us to devclop norms to adults in the
immediate future.
Scores cn the 92.tem scale have been cerrelated following the Pearson
formula, with age and grade with the results shown in Table I.
Table I. Correlations of Social Competency Scores with

Age 4nd Crack
Age Credo
Females No Vision (Ns9i; .63 .47
',
Males s No Vision (Nel."11 .72 .78
Females Some seful -ision fii=l38 .80 .78
Males Same Useful Vision (ls,19- .7h ,73
The present norms Are based Off 4 smoothed curve reflecting the average
score at each age level, divtrkd sea- and vision group. We reco..nize
that these correlations are ver:t high but be that the chief value of
the Scale lies in use with individtssi students, and porents of students.
who significamly vary from the group. the scale is an instrument on
which counseliez can be based and programs of training elanned.
This is a rating scale, the rating to he done by a person, or persons,

very familiar with the individual to be rated; it is not a test to be
done by the individual himself. A teacher or clinician familiar with
the child may simply .read the scale and note the score for each item in
the correspondingly numbered space on the answer sheet. However, if a
parent or other lay person is the informant, it is usually advisable
for the teacher or clinician to discuss each item with the parent and
then recurd the rating.
BEF COPY AVAILABLE
In massing a same for each item, evaluate who _the_ individual,

higuaquittli, not some rare behavior or at you u-thini he could do
under more favorable conditions or if he were not. visually handicapped.
Score + when the individual clearly ilemonstrates the behavior listed
.4heu the individual clearly fails to demonstrate the

behavior
± when the behsvios is emerging, eamstimes.present but not( I
clearly established and habitual
0 when the item could not apply to the person being rated.
For example, itiie two:Bible to rate an unmarried person
on his behavior as a spouse. Only the + and I:ratings
contribute to the Mossiest score but the 0 rating is
often informative for clinical purposes. ,
Items are listed in the some roughly in the Order of difficulty based
on the original normative group. Rating for an older child may. begin at
a guessed level but should go down until there are 20 successive plus
cores or to the beginning of the scale, 'if necessary. 'Rating for a young
child may be terminated when there are 20 successive slow $teme.
In totaling the numerical score, ench + score has a value of 1, each +

hss s value of This total score shoulo Write compared with the
appropriate normative group in terms of sex and mount of vision and
this will give the ago at which thi: numerical score is average. For
example, a boy with some useful vision whose score is 53 would. be at the
average for a 14yearold.
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NOR118 SeCIA :UN PETEria SCALA: 1970
No Vision Some ViOut. .
r. . .
Ms
21 74 644 79.. 79+
20 7043, 61.63 73.78 74.78
19 85.69 57.60 . 71 -74 71.73
18 54.6+ 5i.5h 67-70 69.40.
17 54.58 50.32 of.68
16 43.53 4649 :0662 64.95-.
15 43.48 41,45 55-J8 57.63
14 42.44 38-42 51-34 54-56
13, 38-41 34.37 48-50 52.53
12 35.37 31.33 43.47 5n.51
11 32.1'. .21)..31) 3q.42 44.49.
In 28.31 2'.28 34.37 46.47'
9 24.27 23.25 31).33 41.45 n
8 20.23 18.2? 26.29 35.40
7 17.19 14.17 2934

p
13.16. 4-13 16-21 20.28
.6 12 or 8 or 15 or 19 or
lvsi loss iess less
%
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AtialLiglit;'-
The Nerbrook Social ComaLetteLadek
1, lasimiLejond moll (is able to get food on

the spoon without using his fingers, and conveys it to
mouth without spilling)
2. tAtLAfLmi...xt'correctl (can.. use fork for simple cuttipg as
wall es for picking up food)
Efficient and mannerUme of hsndkerchief or tissue (child
unobtrusively uses handketehief or tissue whenever necessary,
neither. allowing nose to drip without attention, nor making
'loud noises either to avoid needed noseblowing or in ..he
sot of blewing nose) .
Refrains okin: and movemesi to the .
- 0, eve rem on a tun iiyeliolatig;freqtetit Mb Of -thing e

eyes or a distracting amount of attention to the constitutes
s
a failure of this i4m.)

5. Mobilit follow ids w 11 vl.th a 1t touch 1 le
to charmer in directits
(this item is failed if the child shows unwillingness o
4
inability to respond quickly to mobility cues from his
guide, tends to lead rathor than follow, or tends to
drag on the guide)
6. sj1142121ApasiiMi
Use Mi (may not handle hard butter well
but can spread soft foods, such as, peanut .butter
or soft butter)
7. i s cosenou osier such "thank ou",
as is matter of habit olds do rs asks armissio.
the U4? wore ere is a p rase: Tia-1 niatter
of habit." Can excuse self properly, as when leaving e
group, leaving the table, or 'needing. If the child knows,
but rarely uses, these courtesies, the score is minus)
8. Modulates irtess and (does not talk so
loudly that everyone around Mari kim;nor so softly that
those with him oust ,constantly ask him to repeat.)
9. Can tie a knot (no particular kind of knot is specified but
can so tie that it does not readily pull apart a practical,
usable knot which holds things together.)
)ry k As.
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ifi/AILAELE
10. Controls tem er (has outbursts of temper.vs. good handling .
o frustrating or annoying situations. Thin cdoes not mean

that the child should never show fooling, but tempmrtentrums /..
or habitual displays of bad temper result in a minus score)
11. en uTchase f Mar toms at ,e familimallmusiala% (can

shop for a familiar item, i.e find it in a nearby Or
(Millar store, pay for it and handle the change which
'might be involved.)
12, Maintains res ansive and appropriate facial ex ression directed

;toward the nerevn with whomhe is sveakinA (in general,
although not constantly, the child should look toward
the person with whom he is conversing and wear an expression
appropriate to the content of the conversation, neither
a flat lack of expression nor a constant, meaningless' ,
smile. Changes enpreasiOn to show he has heard ank

un4erstood what was said. Does not indulgeln inappropriate
vocalization such as gutteral sounds and tongue clicking)
13. Bathes inde endentl and ie uteri and is fret from body odor
, tr child is a le to raw own bath water or regulate own
A shower and, as neiirly as can be Observed or determined by
ntT
absence of body odor, does a thotough job with acceptable
frequendy. Leaves bath facilities in good order for .
use of next person) ,
14, itts2tertl......±..../......uiinUsesbreatifinarfer,ushife,....od (can

naiiagegracefullyand-inestlytogetiis food onto the
fork ur spoon, never getting his fingers into it)
15. When matt in smile tan follow throw h an the arie ities (knows
the accepted things to say, shows acme intctest in pereen
to whom introduced, makes an effort to remember name,
and offers to shake hands if appropriate. this item should
be scored id terms of what is accepted as- good manners
in the social strata and geographical area in which child
lives)
16. Walks confidentl but with care in unfamiliar laces (has some
I idea how to check his position'and .find his way in,a less
familiar, but not totally strange, place. May slow down
bud is not immobilized, or completely helpless)
17. Shows few unnecessa bed movements such as head rani

IttLielaULJULJLU10021 (hers plus score is given for
the absence of mannerisms which are habitual and distracting.
Occasional nervous movements when the child feels under
/
presspre should not result in a minus score.)
t.
S
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AVAILABLE
18. Cooperates. in infaraLarmaissiusiEL (the ability to go

along with group activities, taking his turn, etc., is
the key factor here. Just being with thd group but being
unwilling to participate results in n minus. Does not
make excessive use of attention.seeking devices such as
loud talking or laughter, repetitive comments)
19. Vies knife_ for cutting (may not cut difficult meats, but
shoUld manage those which do not require cutting out of
bones, etc. Not only cuts the food but so manages that
what is on his plate does not fly in all directions)
20. Inver and apprupriate use of all table silver (uses knife
for routine cutting fork for breaking and forking, spoon
for appropriate foods and for stirring and does not leave
spoon in cup. Minor or occasional infractions are
permissible but in general use of silver should conform
to good manners and arouse.no particularoatention from
those around him)
21. Con use scissors (must demonstrate some knowledge of -use of

scissors and how to grip them. May not be able to cut
exactly on a line.)
22. is nuuctuAl (generally on time-for-clagies, appointments,

meals, etc. Shows a sense of time and is able to plan his
movements to fit a schedule.)
23. Can identikEmira (can recognize any coin he is given.)
24. Generally weartAteclIgias (shows concern about whether

clothing is clean and has worked out some way to know
whether it is soiled or can be worn again. Child is not
responsible for keeping the clothing clean, but is responsible
for not putting on soiled under garments or those with
body odor, and is careful not to start the day with outer
clothing which is already soiled.) .
25. Ltsp_s_....z.._.j....adsearsatownfacehatdnecl.Ltclett (not only is

able to wash those visible parts of the body acceptably,
but shows initiative in doing so at appropriate times, as
after rough play, before meals, etc. Child does not need
constant reminders to keep self clean)
26. Can read either braille or large print (can get ideas, messages,
or stories correctly from written communications.)
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27. Can take for others reliably_and deliver them_prom2t1

.and accurALLIE (may take messages by telephone or otherwise.
The .important point is that he handles them responsibly
and accurately.)
28. Can tie a shoelace or a bow (ties these so they look neat
and held well.)
29,, Can tell time (using a braille watch if necessary, can tell
time to nearest five minute interval.) !
30. Is able to asstzmeaos.__pa_s1biliteresoted (can

perform tasks assigned, either by peer group or adults',
shows concern for completing them, doing them well,
reporting on them appropriately. Activity as a member
of a ccsamittee, for example, would be given credit here)
31. BaniLj2c,....1...ithmiineatl (recognizes

that it is better for both his clothing and the neatness
of his living area if he regularly hangs, up or neatly
stores his__c_lothing-iVirids not need constant reminders
------- do.this.)
32. Can make a bed neatlx (gets covers straight, smooth, corners
well tucked in, etc.)
33. Helps self Axacefulll (is able to help self to a roll,

cookie, etc., without feeling every piece on the plat: or
knocking some off)
34. Helps to pass food (does nut ignore food which is being passed
so that others must pass it around him. Can accept dish
or platter, hold it level and pass it on to the next person
without spilling)
35. .....2......L....210....8_..._22,...IndeendentImailsoodmouthhiene (brushes teeth

with appropriate frequency so that they look clean and
there is no sign of halitosis. in this shows complete 5
indepeneence from application of toothpaste or powder to

the brush, care of the brush, care of dentures if any,
use.of mouth wash if necessary. Does not need reminders
to do this)
36. Itmelyintem purse or watleca.Aloves awl similar possessions,

also books and school materials (does not repeatedly lose
his rossessionm, forget to take them when they will be
needed, or leave them behind. Kmwe what books or other
cclivol equipment will be needed and regularly comes with
them.)
BEST COPY AMIABLE
37. guest able to conduct himelf so as to be a

welcome guest, bring rossonahlypuncieal. considerati.of
host, hostess and other guests;, can gracefully leave at
an appropriate time, does not expect, a lot of things to
be done for him and his, comfort on* Does not expect
the activities of the group to be centered around his
blindness.) s11
.5,
38. Can erform sim le household chores effetizEIE (has at least

a few househo d chores he can du effeeLively and independently,
such as dusting, emptying waste baskets, etc., and usually
does these tOrdOghly enough so no one has to re-do them.)
39. Tele hone: Knows how to :et the o orator and how to r et
needed help from the operator (especially in the case of
an emergency, can use telephone to Apt assistance, stating
hiA problem clearly so that operator can help.)
40. Faced With's travel roblem knows how to ask for needed hele
2211121x.isLefectiyely (a plus score on this item
E
requires both that the child is willing to ask for help
when he really needs it, is not stubbornly independent,
and that he can express his need simply but accurately -
a minimum of explanation but good comunication)
41. ..............LAILJCanorderituleetttlin,nrestaurant (may have menu read

but if the menu is long, does not insist upon hearing
everything. Listens carefully, quietly makes own decision
and indicates that he no knows what he wants to, order.
Can remember order until waitress gets to him and give
his choice clearly)
42. ears to knew what to talk about how to kee a conversation

going with a member
lther (does not appear
to be awkward and silent with opposite sex)
43. Sociall shows evidence of making transition from same-sex

to other-sex orientation (the bnv i8 beginning to show
an interest in girls, the girl in boys)
44. Kee s hair clean and combed (either b washing own hair, or .
by asking or paying to have someone else wash it, takes

responsibility for regular washing of hair. Combs hair
without assistance. Cretlit for this item relates merely
to cleanliness and neatness, not to whether hair is
srtfully arranged, particularly becoming, etc.)
L3EST COPY AVAILABLE
45. Can make limtle measurements (has learned to Use appropriately

marked ruler, yardstick, etc., and can at -least roughly
11 measure amounts of materials he might ordinarily use)
46. ae to-mark and or anize. an materials he uses

so that he cats readily identify them this could apply to
items in a kitchen such as various foods which are stored,
to tools. or materials used in a hobby, as a student,'or on
the !lib. 'May use braille labels or other appropriate
system. He knows where his possessions are and what he is
touching)
41. Has a loud. method of notetaking (uses braille, heavy pencil,

etc., efficiently enough to take notes as might be necessary
in college or in ecting-as secretary at `& meeting. Or can
use these methods to make notes for own use, maintain a . .
budget, or some other personal application of the skill.)
48. Shoes neat and well cared for (appropriately shined, heels
in good condition. Kind of shoes appropriate to place
and costume.)
49. Can mainie some of the m_ ore difficult foods (can prepare baked
potato by linking it, adding butter, etc.: can manage lettuce,
cutting with fork or knife as necessary; can manage jello and
similar conaisteocy foods; can manage fruits with pits which
must be removed)
SO. Can was and dr dishee (can wash dishes thoroughly,' checking
tactually and not missing any spot; can dry them completely
and stack appropriately to go back into.closet.)
1)1. Handles money- wissix (has sumo sense of the value of things,
is not an impulsive buyer. does not buy things beyoud
his means, is willing and able to save for things he really
wants. Shows some concern about whether he is making
good use of his money)
52. Wears clothin which is matched or blended in color and

appropriate to occas ion (knows the colors and patterns
of clothing, knows which pieces go together pretty well
and does not attract attention by odd combinations. Also,
dresses appropriately within the limits of his wardrobe,
not wearing "party clothes" for school, for example.)
53. ...A10r,aiallti!mona12121291221/what he hae (not only recognizes

all coins, but has some system for keeping paper money so
he knows what he is pulling from his wallet. Is not at
the mercy of strangers in this matter)
BEST COPY AvrapetE
54. Fla s cards chess, or-other a.....LiumAlls adolescent level

(any relatively adult games are acceptaLile for a plus, score.)
55. Ci11,.....,usasiE.......deansoftusetinsitint (does not merely

type as a classroom exercise, but writes letters, types
papers, or otherwieelnakes use of typing in his personal
and school life.)
56. Can racefull ask fbr acce t or refuse a date (is known
to have had several dates in the past year. Scoring will tj
have to be done in the light of the environment; if the
student is in an environment where dates .are forbidden,
score zero)
57. Cosmetics and shavi handled well (for girls, cosmetics well
app td an in appropriate amounts; also underarms
shaved if wearing sleeveless dress. For boys, shaves
regularly and does a neat, thorough job.)
58. 2419..Per8022.1.110MALUILLT119AUNLJELObtaLESELLSK
constant reminders, (sees that it is b./tithed or cleaned when
needed, sees that fasteners are intact, etc.- May not
actually perform all of these tasks himself but sees that
they are done and does not need someone else to check
his clothing frequently.)
59. Knows how to escort a irl across the street or if a irl

to be escorted ,(the boy should offer his arm and take
proper precautions, the girl should take the arm if
offered and follow, not lead)
60. Writes well or seized letters (letters may not be literary

in sty e, but say directly and simply what he wants to
express, use appropriate words and expressions, sound
responsible and mature),
61. Can correctly dial telephone for self
62. Can roller skate (does not have to be excellent but should
be more than a raw beginner, able to function on his own
without danger to those around him.)
63. fingelmillimependently_cared for (fingernails may not

always be immaculate. but generally show evidence of care
such as being reasonably clean, trimmed, and neat. Child
manages this for himself and does not need constant
reminders)
REST COPY AVAILABLE
b4. 1121Lamsilea how to arm e to meet a baululitajkmall
- /
like to meet (is known to have sought introductions
through appropriate channels,. Does not try bizarre
ways to get acquainted)
65. Joins in danctnLwith some grace (tor a plus score, individual

must show some interest in dancing, be willing to dance
in public, and have skill beyond the raw-beginning stage.)
66. Can ac'.-as host or hostel's (circulates in the group, draws

otters into conversation and keeps conversation moving.
proposes activities when the party is dull?
67. Can pour liquids neatly (has learned to pour so that he rarely
spills.)
68. tt...221JIL2........2Shosindeettlforae-ams (by "age..

appropriate items" is meant the sort of articles a teenager
would ordinarily buy for himself whether blind or not, such
as toilet articles, simple clothing, materials related
to hobbies, family gifts, etc. Must know where to seek
such items, how to ask for Ant he wants and find out
whether it meets his needs, how to pay for it, have it
sent where he wishes, etc.)
..69. Lan discuss communit and world everts (shows some knowledge
ot wtat is going on to the woe d, can respond sensibly to
comments about currynt events, recognizes names which
have recently been making the headlines)
70. Wears hair neatly styled and cut in current fashion (appearance
of hair is an asset not.merely passably combed. Student
either does hair for self or, in the case of a girl, takes
responsibility for seeing that hair i., set and cares for it
between contacts with hairdresser.)
1
71. Can strike a match, saieI also use it and ut it out safel
(this applies to both book matches and wooden matches if
both are commonly used in his environment.)
72. ie,
..........x.... ktsibctsabillasfairlresol weighty
as'datinguearly marringetpre,Ilsarital sex etc. (attitudes
expressed in casual conversation or group discussion may
be evaluated for this item. If the informant has no way
to know this, score zero)
BEST COPY AVAILABLE ,
71,., Immature and servos meals (this applies to things

teenagers often make for themselves, such as hamburgers.
heating pre-cooked food, etc. Gould handle simple service
for friends.)
74, Si s name either tint or seri t (neatness is nut a major

concern, tut name s ould e legible and occupy an
appropriate amount of space.)
75. Meets social obligations (is reasonably on time for appointments,

lets hostess 'know if cannot go' inhere invited, recognizes
need to do something in return kir kindnesses shown him
is not always the guest and never' the host. Writes
"thank you" nutus without needing reminders to du so.)
76. LemalmAjmugre and serve refreshments for more than a couple

people (can choose refreshments appropriate to the time
and nature of the 'group, make minor preparations such as
putting on plates, making hot or cold drink, etc., and
manages wrvire at least to the extent of placing nicely on
table for Jelti.oervicit)
77. Can take retwoilf.!biiktv....aarmitt activities

of a group
(this may be Oone with a eommittpc, ut gnaws how to guide
choice of appropriate aktivities to fill ai,least part
of a day, giving variety, seeing that the activities are
.appropriate to the age, sex, and interests of the group,'etc.
For example, could plan games and minor athletic events
for a club picnic)
78. 12.222Iy.sgmpetent indemegnt traveler (with cane or guide

dog or, depending upon remaini ng vision, can travel anywhere,
in completely strange placPs, get necessary help and
arrive unrulilod)
79. Can wrap _parcels neltly (this applies only to parcels of

regular shape. Appearance should be acceptable and tie
or other fastening should be secure.)
80. elan and arrong1121.1xtended travel (can plan travel

schedule, understands timetables, can ask for appropriate
travel' information from suitable sources, in person or
bv phone, knows how to obtain reservationN, tickets, etc.)
REST COPY
81. V41
............2112/............metellenClothinondrooept . an asset (a Plus for
this item means that the individual's appearance is. always
ate
good enough to arouse positive reactions ' a really well
groomed and nicely dressed person.).
82. ;Is a well informed person (thif covers not merely routine
knowledge of current eveeteibut awareness of music, theatre,
trends in some of the professions a culturally. well
rounded person who can discuss more topic veil)
83. Knows how to behave in a jpbinteiview (is able to answer

employer's questions to dm point, does not talk too much,
t°,
is able to ,present- own good qualities in a favorable light,
can 'answer questions about effect of blindness on the job.),
84. Deals well with children (either as a parent or in a position

of similar authority, as in a school, slugs a good combination.
of understanding, sympathy, and discipline so that children
accept his wisdom, respect his.authegity, respond-well
to his training)
85. Can teach others how to do thins! ;understands what they need
to know, organises the information so he can put across
in a logical and clear way, can express the concepts in a
way which will be understood by the trainee, Has some
feeling for checking on whether the trainee has learned,
re-training when necessary, setting standards of performance
86. Ista., (can speak competently before

a group, putting across his points in term appropriate
to his audience, showing poise and some ability to think
on his feet)
87. Can ch it a committee assi work to other members of the

committee a 'J' ro riatel chec i to ee that this wor is
done, and gatALAILUDMILJALLIAltalLJOAMIWIL
88. Car supervise others (is known as fair in dealing with
subordinates, can plan their work effectively, think its
terms of meeting long-range goals)
89. Can conduct a formal meeting (can manage a group well, maintaining
order, holding the attention of the group to the business
at hand and moving efficiently through that business.
Has some command of Roberts Rules of Order, can handle motions,
voting, etc.)
BEST COPY AVAILABLE
90.* Is a reco,nised lendut. elettco to imlortaut oft ice's on more

than one occasion air; i3 intended to represent significant
group leadership, not un within a class or a school.
'his is intended as an adult item,, representing broad
leadership.),
91. Writes well (writes not only clearly but with some style,
putting across his point', In an effective way. Has
published at least some articles or at least one book)
iiiitharesreslorwlife (builds a well rounded home

life with spouse. taking his fair share of responsibility,
not leaviug all-the problems to the spouse but not
insisting upon dominating everything either. If unmarried,
score zero)
4.
BEST COPY =LAM
U 1.1
4'
Bauman. Mary K. and 9traussi Susan. A comparison of bitna children
frpin day and residential schools in a camp setting. In term
national Journal for the Education of the nd.
B, 1, Marchii962.
T751774:17.
Cowen, E. L., Underberg, Rita P., Verrille, R. T.,- and Benham, F. C.

Adjustment to visual disability in New York,
American Foundation for.the Blind, 1961.
Doll, Edgar A. Measurement of socillsmeamscljagallath

Vineland Social MataiLLiall. Educational Test Bureau. 1953.
Maxfield, Kathryn r. and Fjeld, Harriett A. Social maturity of

visually .handicapped preschool children. Child Development,
1942, V. 13: 1.27.
Maxfield, Kathryn E. and Buchholz, Sandra. AlaillvalrEtxvall

for blind.Breschool children. New York. American Foundation for
the Blind, 1/57.
Levine. S. and Elzey, r. r. Development of a social comma

scale for preschool children. Final Report, Project No. 5.0595,
Contract Not OU-6-10-?03, Office of Education, U.S Dept. of
Health. Education andliptinre, Washington, D.C.
Nor;ist Miriam, Spaulding, Pairicla and Brodie, Fern. Blindness- in

Children. Chicago, University .of Chicago Press. 1957.
a
I I I
1:J .--#""""`"
'Esc r SKILLS- cesna 7
4',"" .
Observed Skills at Intake
Scilaal Skills
Name: - Date:
Observers/InterV Ire:
SKILLS COMMENTS AND DESCRIPTION,.
Absence of visually bizarre

mannerisms
Presence of visually attractive-

mannerisms
Absence of verbally
bizarre mannerisms 1 3 4 5
Presence of verbally
attractive mannerisms r. 1 2 3 4 5
Good interpersonal relattunships

with peers 1 2 3- 4 5
with adults 1 2 3' 4 S
Good listening skills 1 2 3 4
Good conversational skills

Depth of topics 1 2 3 4. 5
Variety of topics 1 - 2 3 4 5
at
Good manners 1 3 4 S
Over-all personal appearance .1 2 3 4 .5
Astreness of self as boy/girl 1 : 2 3 ivi4 S

C -:
Dating skills
ppromm.fti e *.t
no(
County
11EN'T OF EDUCATION
.
ADOLESCENT LIFE SKILLS CENTER
Observed Skills at Intake

Communication Skills
Name: Date:
Observer/Interviewer =11,
High Low
SKILLS .1
Braille
Reading books
literary 2 3 4 5
technical 1 2 3 4 5
-
music 1 2 3 4 5
Personal use 1 2 3 4 5
Speech
Clarit 3 4 5
Appropriateness 1 2 4
Use of telephone 1 2 3 4
r4
Typing 1 t 3 4 5
Communicate needs to
peers 1 2 3 4
adult friends 1 2 3 4 5
strangers 1` 2
N_
Ibr
.1
AMER' OF EDUCATION o'
ND ADOLESCENTLIFE SKILLS CENTER
4.
Vocational Readiness Checklist
Date: .-o
Nana:
Observerailnterviewirs:
High
1. 2 3 4 commorrs
SKILLS
PHYSICAL
Use of arms' 2 3 4 5
use of legs- 1 3
2 3' 5
locomotion abilit
1 2 3 4 5
hand use
1 2 3 4 5
body coordination
use of hearing 3
1
2 3 4 5
tactile discrimination
t
crossin
ORIENTATION AND MOBILITY
1 2 3 4 S
body isispace
1 ,2 3 4 5
sound cues
cane in familiar terrain 1 2 3 4
cane in unfamiliar terrain 1 2 3 4 S
aceful movement 3 5
o
4-a
O
mmtra 4.00C41 LOWity
IPA NT OF EDUCATION
LIND ADOLESCENT LIFE SKILLS_ CENTER
a
Vocational Readiness Checklist

Name: Date:
Observers/Interviewers
SKILLS
INTELLECTUAL .
Reading *kw
all materials
le directions
Follows directions
even one at a time 5
leggence of two I 3 4. S
uence of three
- more
hathew: s
Solv.bs- -,:myle problems
solves f!cmplez problems
wirf
3. 4 5
3 4 5
Sa."44112.111.
PsyeholOgical'
self-con
L. 1 avarenese of others 2 3 4 5
moor* for ogre=s 2 3

;
. ., 0 ill
,}K - a A
vktra Costa County
ART OF EDUCATION
ND ADOLESCENT-LIFE SKILLS CENTER
Vocational Readinees Chickliet 4:1
Mane: Date:
Observers/Interviewers:.
High Low-
SKILLS 1 4 5 COMMENTS
V
Job Awareness
Mbney.awerenesa
-Job behavior
Roles in work
11
0
Conzra Costa County
DEPARTMLNT OF EDVCAT ION
BLIND ADOLESCENT LIFE SKILLS CENTER
Skills at Tutake
Recreational Skills
Date:
Fame:
Poor Interested not interested COMMENTS
SKILLS Proficient Good T
Social Cages --
1
Card eames
0
Chess
Checkers
Dominoes
1
1
Scrabble - .
_
. 1
Menonolv -1,----
Rinlm
.
Others:
.
\
Active Sports & Games .
Swimming -10 4
.od
.
Roller Skating '3*

G71w
.
Ice Skating
.
ca .
1 r-
Riding
-.
.
Bawling
.
I I
I
I. 1
Hikina ,
.
I
1 1
Calisthenics ,
1
tra Costa County
=mar or rouchnom
em Amu:saw LIFE SKILLS CENTER
Skills at Intake
Recseational
Date:
SKILLS Proficient Good Poor Interested Interested
Wrestling
.
,
,
Baseball
'
Basketball
Boating_
Water Skiing
Snow Skiing
- .
Cawing,
Shuffle Board
Pool
Other!
Arts & Crafts

Basketry
.
.
. ' .
Weavin:
..
C.
'
Rug Waking at
. .
. .
' ..
Conte-a costa tounty
DEPARTMENT OF EDUCATION
RUUD ADM/SCENT LIFE SKILLS CENTER
Skills at Intake
Recreational Skills
Name: Date:
Observers/Interviewers:
50C
it4icient Good Poor Interested Interested COMMENTS
SKILLS
Leathe r Work ...
1
c
Metal Work
i
Wood Mork
. -....-
,
\
Knitti ng \----
...L,._.
____
Croche ting
, .
.
.
Marra.
.
. .
.
Tile ork
.
Sevimt 1
1
1
Other:
eative Activities
.
Writi g
, .\
Oramat ics
...
. .
Cooki
.
I I
Sinai
Musi
g1
1 Instrument
ectatc Sports
Foot 11
.
1 I 1
_
-
ontra Costa County
liL1ND ADOLESCENT LIFE SKILLS CENTER
Skills at Intake
Recreational Skills
Date:
orvers/Interviewers:
-
::ot
Proficient Cod Poor Interested Tnterested COMENTS

SKILLS
.
...
.
:rack
Baseball
Basketball
Boxing
Wrest line , 1 .
Bowling
ice Hockey
,
Roller Derfiv
Other:
C,
active Recreation -10
.4
Visiting friends
CWI
Blind
Sighted SP
, CO
, r-
.
.
.
Reading
Braille L
4
.
Talking Books
Yavies
Contra Costa County .
DLTPARTMENT OF EDUCATION
Skills at Intake
Recreational Skills
Name: Date:
Observers/Interviewers:
Not
SKILLS Proficient Good Poor Interested Interested Comments
Plays
Concerts
'
Others:
Hobbies
Electronics
t.
Others:. _ .
11 . SKILLS CENTER
Program for the Visually Impaired
Daily Living & Personal Management Skills Checklists
SKIMS EXPERIENCE PROFICIE CONKENTS

Much Some None IGood FairIPoo
I. PERSONAL HYGIENE
A. Nail Care
1. Cleaning
2. Clipping
3. Cuticle Care
B. Hair Care
I. Washing
2. Combing and Brushing
3. Setting (Girls)
4. Knowledge of appropriate styles
(fashion, ease of caring for)
5. Use of hair spray
6. Use of barber shop or beauty sal.
C. Teeth
1. Brushing
II 1
2. Mouth Wash
3. Flossing
4. Knowledge of dental services
S.
D. Skin Care
1. Cleansing, ace
2. Acne care/prevention
3.
E. Showering/Bathing
1. Thoroughness
2.' Use of deodorants
F. Shaving (Boys)
1. Use of electric razor
2. Use of safer razor
Contra Costs County
Dail Livia & Personal Manal; nt Skills Checklist
SKILLS COMMENTS.
Some None Good Fair (Poor
I. PERSONAL HYGIENE (continued)
G. Shaving (Girls
1. Legs
2. Underarms
. Use of electric razor
4 Use of safety razor
H. Sanitar nt Girls
1. Chan es sanitary e ui. nt
independently
3. Washes soiled clothing

4. Cares for self during menstrua
eriod inde endently
1
L costa Caunty
1
KENT Ot EDUCATION
ADOLESCENT LIME SKILLS CENTER
.
'
Dail Livin Per. 1 Mina ement Ski la Checklist
SKILLS
II. CROOK= AND DRESSING
A. Front and back of clothing items

B. Iasi& and outside
C. Buttoni
D. Zippering
E. Snappin
F. Hooking
C. Shoes
1. lacin
2. Tyi
rasa
Contra Costa County
BLIND ADOLESCENT LIFE SKILLS CErTER
Daily Living & Personal Management Skills Checkli
SKILLS EXPERIENCE PROFICIENCY COMMENTS

Much Some None Good Fair
III. CARE OF CLOTHING
A. Sewing
. 1. Using scissors
2. Threading needle
3. Repairing hems
4. Changing hems
5. Repairing seams by hand
6. Repairing seams by machine
B. Clothes Cleaning
1. Sorting before wash
2. Washing by haqa
3. Knows when clothes art dirty
4. Locate.; writhing machtle
3. Operates washing machine
6. Locates dryer
7. Operates dryer
8. We of coins in washer
9. Use of coins in dryer
10. Folds clothing
11. Knowledge of laundry service
12. Dry cleaning
C. Ironing
1. Flat pieces
2. Own clothes
3. Emily clothes
D. Arranging Closets and Drawers

1. Use of bangers
2. Fold in
3. Labeling for identification
4. Arranging closets and drawers
for quick and easy uso....
I
a
14.
t
Contra Costa County
IESCENT LIFE SXXLIS CENTER
s.
0
SKILLS
III. CARE OF curium (continued)
'E. Selection of own clothes

1. -Shopping for own clothes
2. Purchasing own clothes
F. Selection of clothes for daily wan

1. Appropriateness for occasion
2. Color-matehing
3. Fabric (pattern) match!.
G. Shoes
Polishing
2. Enowledge'of repairs
D

Daily Living Skill For The Blind

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Daily Living Skill For The Blind

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DOCUMENT RESUME

AUTHOR Lieberman, Gail, Ed.

EDRS PRICE MF-$0.75 HC- $12.60 "PLUS POSTAGE

DAILY LIVING SKILLS

(A Manual For Educating

DAILY LIVING SKILLS

Supported In part by the Instructional Materials Center,

stsT CgPY 111.:4!Lfin..

DAILY LIVING SKILLS MANUAL

Gail Lieberman, Editor

BEST COPY AVAILABLE

609 East Groveland

A, common phrase in the English language is "close is only good in

To a blind spectator at a sporting.event, what do the terms halfback,

For visually limited children participation in recreational

Archery and Target'Shooting

bseball and participate in a baseball game as an active player..

For partially seeing children brightly colored balls, oitagthalle

Materials: Beep-Ball Telephone Pioneers of America

Books: Browneon, George., NlAsgalaligmAlsmed.Empons-Play Baseball.

Details of equipment and rules in baseball as adapted for the

Koppett, Leonard. A Thinkingjisn's Ggide to Bas0111. Library of

library. of Congress, Divisibn for the Blind

Braille copy !)581 .

DeacOption of the more technical aspects of basAallf, Included is

paying each pbsitiou. One, chapter is devoted to scoring, and rules

The student will 1;arn the fundaM6ntals of baAcetgall,a14 demonstrate his

knowledge and skill_throdgli-active participation_ia biaktball gama.

Materials: blikallall Basketball

Sensory Aids Corp.

Audible Ball' 4(Voit)

Americas Foundation for the Blind

Staley :,ports Field Kit

.American Printing for the Blind .

1839 Frankfort Avenue

Age: Intermediate grades and up,(or ability to manuveur bowling ball)

The first step in learning the game of bowling @head be an orientation

0 When bowling, the student should receive instant feedback as to how

Materials: Mitchell, Elmer Dayton

Order No.: G581

(Delux model: $30.50 slides together with spring

If there. is interest in beginning a league, you may want to write to the

American Blind Bowling Asso.

An understanding Of the fundamentals of 'football and its basic rules is

A child with an interest in football should'be allowed to play at every

Materials: Staley Sports Field Kit

Aud-A-Ball American Style Football

Plainview, N.Y. 11803

The student will learn the fundamentals of specific hampallis_Ace.v

Materials: Gymnastic equipment

The student will learn the fundamentals of aqs111ce and demonstrate

Materials: Portable, Model Audible Goal-Locater

Stationary Model Audibl e_gell-Locater

Mitchel, Elmer Dayton

On a regulation soccer field or an indoor court, first orient the student

Orienting children. to the soccer field in the classroom can be accomplished

Materials: Aud-A-Ball Soccerball

Audible Ball (Voit)

(Note: Bounce is not true because of bell).

The student will learn tt-r. Pundamontals of varioup activities xn

Track and field, as in gymnastics, is made up of individual performances

Throwing events reed only Instruction in technique and some device to